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Österholm, Magnus, Docent

Open this publication in new window or tab >>Clash of cultures?: Exploring students' perceptions of differences between secondary and tertiary mathematics education### Johansson, Helena

### Österholm, Magnus

### Flodén, Liselott

### Heidtmann, Pia

PrimeFaces.cw("AccordionPanel","widget_formSmash_j_idt204_0_j_idt208_some",{id:"formSmash:j_idt204:0:j_idt208:some",widgetVar:"widget_formSmash_j_idt204_0_j_idt208_some",multiple:true}); PrimeFaces.cw("AccordionPanel","widget_formSmash_j_idt204_0_j_idt208_otherAuthors",{id:"formSmash:j_idt204:0:j_idt208:otherAuthors",widgetVar:"widget_formSmash_j_idt204_0_j_idt208_otherAuthors",multiple:true}); 2024 (English)In: International Journal of Mathematical Education in Science and Technology, ISSN 0020-739X, E-ISSN 1464-5211, Vol. 55, no 7, p. 1567-1596Article in journal (Refereed) Published
##### Abstract [en]

##### Place, publisher, year, edition, pages

Taylor & Francis Group, 2024
##### Keywords

Campus and distance education, student attainment, student perspective, transition
##### National Category

Didactics Other Mathematics
##### Research subject

didactics of mathematics
##### Identifiers

urn:nbn:se:umu:diva-195477 (URN)10.1080/0020739x.2022.2070558 (DOI)000794211600001 ()2-s2.0-85130262601 (Scopus ID)
#####

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Available from: 2022-05-28 Created: 2022-05-28 Last updated: 2024-06-19Bibliographically approved

Department of Mathematics and Science Education, Mid Sweden University, Sundsvall, Sweden.

Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education. Umeå University, Faculty of Science and Technology, Umeå Mathematics Education Research Centre (UMERC). Department of Mathematics and Science Education, Mid Sweden University, Sundsvall, Sweden;Department of Science and Mathematics Education, Umeå Mathematics Education Research Centre (UMERC), Umeå University, Umeå, Sweden.

Department of Mathematics and Science Education, Mid Sweden University, Sundsvall, Sweden.

Department of Mathematics and Science Education, Mid Sweden University, Sundsvall, Sweden.

Research has identified several aspects that influence students' transition to mathematics studies at university, but these aspects have often been studied separately. Our study contributes to the field's understanding of the transition between upper secondary and university mathematics by taking a multifaceted perspective not previously explored. We analyse experiences and attainment in mathematics of 154 engineering students with respect to known aspects of this transition, and our results show that it is important to consider several aspects together in order to understand the full complexity of the transition. It is revealed that students with previous experiences of university studies, when compared with new first year undergraduates, perceive a larger difference between studying mathematics at the upper secondary level and university. Our results also show that the engineering students enrolled in distance programmes experience larger differences between secondary and tertiary levels than engineering students enrolled in campus programmes. Furthermore, our analyses show that students' success in mathematics is related to their perceptions of the rift experienced in the transition. In all, our results highlight the importance of taking a student perspective in the development of explanatory and useful models of students' transition between upper secondary and university mathematics.

Open this publication in new window or tab >>Discourses of mathematical reasoning: analysis of three reform frameworks### Morgan, Candia

### Bergqvist, Ewa

### Adler, Jill

### Österholm, Magnus

PrimeFaces.cw("AccordionPanel","widget_formSmash_j_idt204_1_j_idt208_some",{id:"formSmash:j_idt204:1:j_idt208:some",widgetVar:"widget_formSmash_j_idt204_1_j_idt208_some",multiple:true}); PrimeFaces.cw("AccordionPanel","widget_formSmash_j_idt204_1_j_idt208_otherAuthors",{id:"formSmash:j_idt204:1:j_idt208:otherAuthors",widgetVar:"widget_formSmash_j_idt204_1_j_idt208_otherAuthors",multiple:true}); 2024 (English)In: Proceedings of the British Society for Research into Learning Mathematics / [ed] T. Fujita, British society for reserach into learning mathematics , 2024, Vol. 44Conference paper, Published paper (Refereed)
##### Abstract [en]

##### Place, publisher, year, edition, pages

British society for reserach into learning mathematics, 2024
##### National Category

Didactics Other Mathematics
##### Research subject

didactics of mathematics
##### Identifiers

urn:nbn:se:umu:diva-225437 (URN)
##### Conference

Day conference of BSRLM, British Society for Research into Learning Mathematics, Online, 2nd of March, 2024.
#####

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##### Funder

Swedish Research Council, 2021-04794
Available from: 2024-05-31 Created: 2024-05-31 Last updated: 2024-06-03Bibliographically approved

Institute of Education, University College London.

Umeå University, Faculty of Science and Technology, Umeå Mathematics Education Research Centre (UMERC). Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.

University of Witwatersrand.

Umeå University, Faculty of Science and Technology, Umeå Mathematics Education Research Centre (UMERC). Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.

Curricula in many countries include mathematical reasoning as an aim, a competence or proficiency that students should acquire. This inclusion has been supported by wide dissemination of frameworks advocating reform that have arisen from the research community. We present the first part of a project aiming to investigate how ideas about reasoning originating in these frameworks are recontextualised in curricula, textbooks and classrooms. We analyse discourses about reasoning in three such frameworks, identifying how each characterises the nature of mathematical reasoning and the ways students are expected to relate to it. We also examine the extent to which reasoning is construed as a goal of mathematics education or as a means to achieving other goals. In this paper, we explain the methods used for analysing reasoning discourse and identify key findings from the analysis.

Open this publication in new window or tab >>Professional development at national scale: effects on teacher knowledge and practice### Österholm, Magnus

### Bergqvist, Tomas

### Liljekvist, Yvonne

### van Bommel, Jorryt

PrimeFaces.cw("AccordionPanel","widget_formSmash_j_idt204_2_j_idt208_some",{id:"formSmash:j_idt204:2:j_idt208:some",widgetVar:"widget_formSmash_j_idt204_2_j_idt208_some",multiple:true}); PrimeFaces.cw("AccordionPanel","widget_formSmash_j_idt204_2_j_idt208_otherAuthors",{id:"formSmash:j_idt204:2:j_idt208:otherAuthors",widgetVar:"widget_formSmash_j_idt204_2_j_idt208_otherAuthors",multiple:true}); 2024 (English)In: Studies in Educational Evaluation, ISSN 0191-491X, E-ISSN 1879-2529, Vol. 83, article id 101381Article in journal (Refereed) Published
##### Abstract [en]

##### Place, publisher, year, edition, pages

Elsevier, 2024
##### Keywords

Interviews, Large scale, Observations, Professional development, Teacher knowledge and practice
##### National Category

Pedagogy Pedagogical Work
##### Identifiers

urn:nbn:se:umu:diva-227781 (URN)10.1016/j.stueduc.2024.101381 (DOI)2-s2.0-85196953827 (Scopus ID)
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Available from: 2024-07-08 Created: 2024-07-08 Last updated: 2024-07-08Bibliographically approved

Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education. Mid Sweden University, Sweden.

Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.

Karlstad University, Sweden.

Karlstad University, Sweden.

The purpose of this study is to examine the effects of a Swedish nation-wide professional development on participating teachers’ teaching practice and their knowledge, where collegial work, as a central part of the professional development, is taken into account as a factor to influence the outcome. We conducted statistical analyses (linear mixed models) on observational and interview data from a random selection of 105 teachers (grades 1–10/primary and secondary school). The results show effects on several aspects of teacher knowledge and teacher practice. However, the results show no connections between how the teachers have worked collegially and the observed changes in the teacher's knowledge and practice.

Open this publication in new window or tab >>Algebra discourses in mathematics and physics textbooks: comparing the use of algebraic symbols### Johansson, Helena

### Österholm, Magnus

PrimeFaces.cw("AccordionPanel","widget_formSmash_j_idt204_3_j_idt208_some",{id:"formSmash:j_idt204:3:j_idt208:some",widgetVar:"widget_formSmash_j_idt204_3_j_idt208_some",multiple:true}); PrimeFaces.cw("AccordionPanel","widget_formSmash_j_idt204_3_j_idt208_otherAuthors",{id:"formSmash:j_idt204:3:j_idt208:otherAuthors",widgetVar:"widget_formSmash_j_idt204_3_j_idt208_otherAuthors",multiple:true}); 2023 (English)In: International Journal of Mathematical Education in Science and Technology, ISSN 0020-739X, E-ISSN 1464-5211Article in journal (Refereed) Epub ahead of print
##### Abstract [en]

##### Place, publisher, year, edition, pages

Taylor & Francis, 2023
##### Keywords

Indeterminate quantities, upper-secondary school, visual mediators, word-use
##### National Category

Didactics
##### Identifiers

urn:nbn:se:umu:diva-212249 (URN)10.1080/0020739X.2023.2226154 (DOI)001021394700001 ()2-s2.0-85164532285 (Scopus ID)
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Available from: 2023-07-20 Created: 2023-07-20 Last updated: 2023-07-20

Department of Mathematics and Science Education, Mid Sweden University, Sundsvall, Sweden.

Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education. Umeå University, Faculty of Science and Technology, Umeå Mathematics Education Research Centre (UMERC). Department of Mathematics and Science Education, Mid Sweden University, Sundsvall, Sweden.

It is agreed that algebra has an important role in physics, particularly through handling symbols. A lot of previous research has focused on how mathematics is used in physics from perspectives where mathematics is taken for granted, and not addressing potential differences of mathematics in the physics classroom and in the mathematics classroom. Studies addressing differences between both subjects have been based on researchers’ own experiences of mathematics in both subjects. Thus, more focused empirical research is needed. The purpose of this study is to clarify similarities and differences between mathematics and physics concerning the use of algebraic symbols. Analyses were based on comparisons between upper secondary textbooks in mathematics and in physics from a discourse perspective. Statistical methods were used to decide if there were any significant differences between the subjects. Results showed an overlap in the algebra discourse in both subjects, but also several differences concerning core aspects of algebra. For example, a higher number of different algebraic symbols in equations in physics than in mathematics, and algebraic symbols are more seldom referred to by words in mathematics than in physics. This can make it difficult for students to identify similarities in the algebraic discourses in both subjects.

Open this publication in new window or tab >>Applying a new framework of connections between mathematical symbols and natural language### Wikström Hultdin, Ulrika

### Bergqvist, Ewa

### Bergqvist, Tomas

### Vingsle, Lotta

Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education. Umeå University, Faculty of Science and Technology, Umeå Mathematics Education Research Centre (UMERC).PrimeFaces.cw("AccordionPanel","widget_formSmash_j_idt204_4_j_idt208_some",{id:"formSmash:j_idt204:4:j_idt208:some",widgetVar:"widget_formSmash_j_idt204_4_j_idt208_some",multiple:true}); ### Österholm, Magnus

Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education. Umeå University, Faculty of Science and Technology, Umeå Mathematics Education Research Centre (UMERC).PrimeFaces.cw("AccordionPanel","widget_formSmash_j_idt204_4_j_idt208_otherAuthors",{id:"formSmash:j_idt204:4:j_idt208:otherAuthors",widgetVar:"widget_formSmash_j_idt204_4_j_idt208_otherAuthors",multiple:true}); Show others...PrimeFaces.cw("SelectBooleanButton","widget_formSmash_j_idt204_4_j_idt208_j_idt222",{id:"formSmash:j_idt204:4:j_idt208:j_idt222",widgetVar:"widget_formSmash_j_idt204_4_j_idt208_j_idt222",onLabel:"Hide others...",offLabel:"Show others..."}); 2023 (English)In: Journal of Mathematical Behavior, ISSN 0732-3123, E-ISSN 1873-8028, Vol. 72, article id 101097Article in journal (Refereed) Published
##### Abstract [en]

##### Place, publisher, year, edition, pages

Elsevier, 2023
##### Keywords

Inter-semiotic connections, Mathematical communication, Mathematical notation, Multimodal communication, Semiotic resources, Spatial connections
##### National Category

Didactics Other Mathematics
##### Identifiers

urn:nbn:se:umu:diva-214590 (URN)10.1016/j.jmathb.2023.101097 (DOI)2-s2.0-85170711454 (Scopus ID)
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##### Funder

Swedish Research Council, 2017-03577
Available from: 2023-09-28 Created: 2023-09-28 Last updated: 2024-07-02Bibliographically approved

Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education. Umeå University, Faculty of Science and Technology, Umeå Mathematics Education Research Centre (UMERC).

Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education. Umeå University, Faculty of Science and Technology, Umeå Mathematics Education Research Centre (UMERC).

Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education. Umeå University, Faculty of Science and Technology, Umeå Mathematics Education Research Centre (UMERC).

A reader of mathematical text must often switch between reading mathematical symbols and reading words. In this study, five different categories of structural connections between symbols and language, which invite such switches, are presented in a framework. The framework was applied in a study of Swedish mathematics textbooks, where 180 randomly selected pages from different educational stages were analyzed. The results showed a significant change in communication patterns as students progress through school. From a predomination of connections based on proximity found in year two, there is a gradual change to a predomination of symbols interwoven in sentences in year eight. Furthermore, more qualitative investigations of the different connections complemented the quantification, both through further explanations of the quantitative results, and through more examples of differences in communication patterns. The implications for readers of mathematics texts are discussed.

Open this publication in new window or tab >>Equivalence in multilanguage mathematics assessment### Theens, Frithjof

Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education. Umeå University, Faculty of Science and Technology, Umeå Mathematics Education Research Centre (UMERC).### Bergqvist, Ewa

Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education. Umeå University, Faculty of Science and Technology, Umeå Mathematics Education Research Centre (UMERC).### Österholm, Magnus

PrimeFaces.cw("AccordionPanel","widget_formSmash_j_idt204_5_j_idt208_some",{id:"formSmash:j_idt204:5:j_idt208:some",widgetVar:"widget_formSmash_j_idt204_5_j_idt208_some",multiple:true}); PrimeFaces.cw("AccordionPanel","widget_formSmash_j_idt204_5_j_idt208_otherAuthors",{id:"formSmash:j_idt204:5:j_idt208:otherAuthors",widgetVar:"widget_formSmash_j_idt204_5_j_idt208_otherAuthors",multiple:true}); 2023 (English)In: Nordisk matematikkdidaktikk, NOMAD: [Nordic Studies in Mathematics Education], ISSN 1104-2176, Vol. 28, no 1-2, p. 7-29Article in journal (Refereed) Published
##### Abstract [en]

##### Place, publisher, year, edition, pages

Göteborgs universitet, 2023
##### National Category

Didactics Pedagogical Work Mathematics
##### Identifiers

urn:nbn:se:umu:diva-161960 (URN)
#####

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##### Note

Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education. Umeå University, Faculty of Science and Technology, Umeå Mathematics Education Research Centre (UMERC). Mid Sweden University, Sweden.

When mathematics tasks are used in multilanguage assessments, it is necessary that the task versions in the different languages are equivalent. The purpose of this study is to deepen the knowledge on different aspects of equivalence for mathematics tasks in multilanguage assessment. We analyze mathematics tasks from PISA 2012 given to students in English, German and Swedish. To measure formal equivalence, we examine three linguistic features of the task texts and compare between language versions. To measure functional equivalence, a Differential item functioning (DIF) analysis is conducted. In addition, we examine statistically if there is a relation between DIF and the differences regarding linguistic features. The results show that there is both DIF and differences regarding the linguistic features between different language versions for several PISA tasks. However, we found no statistical relation between the two phenomena.

Originally included in thesis in manuscript form with tite: "The relation between linguistic features and DIF in multilanguage mathematics assessments"

Available from: 2019-08-07 Created: 2019-08-07 Last updated: 2023-08-29Bibliographically approvedOpen this publication in new window or tab >>Interplay between modes in mathematics textbooks### Johansson, Helena

### Norberg, Malin

### Österholm, Magnus

PrimeFaces.cw("AccordionPanel","widget_formSmash_j_idt204_6_j_idt208_some",{id:"formSmash:j_idt204:6:j_idt208:some",widgetVar:"widget_formSmash_j_idt204_6_j_idt208_some",multiple:true}); PrimeFaces.cw("AccordionPanel","widget_formSmash_j_idt204_6_j_idt208_otherAuthors",{id:"formSmash:j_idt204:6:j_idt208:otherAuthors",widgetVar:"widget_formSmash_j_idt204_6_j_idt208_otherAuthors",multiple:true}); 2023 (English)In: Proceedingsof the 46th conference of the international group for the psychology of mathematics education: vol 1 / [ed] Michal Ayalon; Boris Koichu; Roza Leikin; Laurie Rubel; Michal Tabach, Psychology of Mathematics Education (PME) , 2023, p. 262-262Conference paper, Oral presentation with published abstract (Refereed)
##### Place, publisher, year, edition, pages

Psychology of Mathematics Education (PME), 2023
##### Series

Annual Conference of the International Group for the Psychology of Mathematics Education, ISSN 0771100X, E-ISSN 27903648
##### National Category

Didactics Other Mathematics
##### Identifiers

urn:nbn:se:umu:diva-219098 (URN)2-s2.0-85180786361 (Scopus ID)9789659311217 (ISBN)
##### Conference

46th Annual Conference of the International Group for the Psychology of Mathematics Education, PME 2023, Haifa, Israel, 19-21 July, 2023.
#####

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Available from: 2024-01-11 Created: 2024-01-11 Last updated: 2024-01-11Bibliographically approved

Mid Sweden University, Sweden.

Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.

Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education. Umeå University, Faculty of Science and Technology, Umeå Mathematics Education Research Centre (UMERC). Mid Sweden University, Sweden.

Open this publication in new window or tab >>The role of implicit theoretical assumptions in empirical research### Bergqvist, Ewa

### Österholm, Magnus

PrimeFaces.cw("AccordionPanel","widget_formSmash_j_idt204_7_j_idt208_some",{id:"formSmash:j_idt204:7:j_idt208:some",widgetVar:"widget_formSmash_j_idt204_7_j_idt208_some",multiple:true}); PrimeFaces.cw("AccordionPanel","widget_formSmash_j_idt204_7_j_idt208_otherAuthors",{id:"formSmash:j_idt204:7:j_idt208:otherAuthors",widgetVar:"widget_formSmash_j_idt204_7_j_idt208_otherAuthors",multiple:true}); 2023 (English)In: Proceedings of the 46th Conference of the International Group for the Psychology of Mathematics Education: Volume 2 / [ed] Michal Ayalon; Boris Koichu; Roza Leikin; Laurie Rubel; Michal Tabach, Haifa: University of Haifa , 2023, Vol. 2, p. 107-114Conference paper, Published paper (Refereed)
##### Abstract [en]

##### Place, publisher, year, edition, pages

Haifa: University of Haifa, 2023
##### Series

Proceedings of the PME Conference, ISSN 0771-100X, E-ISSN 2790-3648
##### National Category

Didactics Other Mathematics
##### Research subject

didactics of mathematics
##### Identifiers

urn:nbn:se:umu:diva-212141 (URN)2-s2.0-85180759267 (Scopus ID)978-965-93112-2-4 (ISBN)
##### Conference

PME 46, the 46th Conference of the International Group for the Psychology of Mathematics Education, Haifa, Israel, July 16-21, 2023
#####

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PrimeFaces.cw("AccordionPanel","widget_formSmash_j_idt204_7_j_idt208_j_idt391",{id:"formSmash:j_idt204:7:j_idt208:j_idt391",widgetVar:"widget_formSmash_j_idt204_7_j_idt208_j_idt391",multiple:true});
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Available from: 2023-07-17 Created: 2023-07-17 Last updated: 2024-01-11Bibliographically approved

Umeå University, Faculty of Science and Technology, Umeå Mathematics Education Research Centre (UMERC). Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.

Umeå University, Faculty of Science and Technology, Umeå Mathematics Education Research Centre (UMERC). Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education. Department of Mathematics and Science Education, Mid Sweden University.

There is much research on the role of theory in mathematics education research, at least from more overarching or theoretical perspectives. Micro analyses of the role of theory in particular research studies are rarer. We contribute by analysing one empirical study to allow for in-depth analyses and discussions around the role of theory in a specific case, concerning relationships between mathematics and reading. Our results show that studies that do not use an explicit theoretical model can still be strongly influenced by implicit theoretical assumptions. We conclude that it is important to identify existing theoretical assumptions in an empirical research study and try to convey them as clearly as possible, and we discuss specific issues concerning research on relationships between mathematics and reading.

Open this publication in new window or tab >>A multimodal perspective on number sense in digital learning resources### Johansson, Helena

### Norberg, Malin

### Österholm, Magnus

PrimeFaces.cw("AccordionPanel","widget_formSmash_j_idt204_8_j_idt208_some",{id:"formSmash:j_idt204:8:j_idt208:some",widgetVar:"widget_formSmash_j_idt204_8_j_idt208_some",multiple:true}); PrimeFaces.cw("AccordionPanel","widget_formSmash_j_idt204_8_j_idt208_otherAuthors",{id:"formSmash:j_idt204:8:j_idt208:otherAuthors",widgetVar:"widget_formSmash_j_idt204_8_j_idt208_otherAuthors",multiple:true}); 2022 (English)In: Proceedings of the 45th conference of the International Group for the Psychology of Mathematics Education / [ed] Ceneida Fernández; Salvador Llinares; Ángel Gutiérrez; Núria Planas, PME , 2022, Vol. 4, p. 241-Conference paper, Oral presentation with published abstract (Refereed)
##### Abstract [en]

##### Place, publisher, year, edition, pages

PME, 2022
##### Series

Proceedings of the PME Conference, ISSN 0771-100X, E-ISSN 2790-3648
##### National Category

Educational Sciences Didactics
##### Identifiers

urn:nbn:se:umu:diva-205868 (URN)978-84-1302-178-2 (ISBN)
##### Conference

The 45th Conference of the International Group for the Psychology of Mathematics Education, Alicante, Spain, July 18-23, 2022
#####

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PrimeFaces.cw("AccordionPanel","widget_formSmash_j_idt204_8_j_idt208_j_idt385",{id:"formSmash:j_idt204:8:j_idt208:j_idt385",widgetVar:"widget_formSmash_j_idt204_8_j_idt208_j_idt385",multiple:true});
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PrimeFaces.cw("AccordionPanel","widget_formSmash_j_idt204_8_j_idt208_j_idt391",{id:"formSmash:j_idt204:8:j_idt208:j_idt391",widgetVar:"widget_formSmash_j_idt204_8_j_idt208_j_idt391",multiple:true});
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Available from: 2023-03-21 Created: 2023-03-21 Last updated: 2023-03-22Bibliographically approved

Mid Sweden University, Sweden.

Mid Sweden University, Sweden.

Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education. Mid Sweden University, Sweden.

There is an increasing use of digital learning resources in mathematics education,which provides potential for multimodal approaches and new ways for students to meet and learn mathematics, but the outcome depends on the design and the implementation of the digital resources (Hoyles, 2018). This on-going study contributes by examining affordances of combinations of different modes in relation to number sense. We use Halliday’s social semiotic theory (Halliday & Matthiessen, 2013) and McIntosh et al.(1992) number sense framework for analysing a specific app, Vektor. We analysed the two exercises in the app that relate to aspects of number sense, Number pals and Number line. Each round in respective exercise was analysed with respect to Halliday’s three metafunctions: ideational, interpersonal, and textual. For the ideational function, McIntosh et al.’s framework was used to characterise the mathematical content. As an example, figure 1 illustrates the second and third rounds in Numberpals. In these rounds, both coloured rectangles and numerals are used to present the mathematics, and the main aspect of number sense in focus is identified as Multiple representations for numbers, for example, two red + three green = one red + four green, and 2+3=1+4. In the first round there were no numerals in the bars, only rectangles, and in the later rounds there were only numerals in the bars.Preliminary results, concerning the ideational metafunction, show that the mathematical object in focus may be perceived in different ways; either as just rectangles that should be combined (in a visual/geometrical sense), or as numbers of rectangles, or as numbers (and relations between numerals). This can impact students’ development of number sense. Further analyses will include all metafunctions and a focus on progression in the exercises.

Open this publication in new window or tab >>A multimodal perspective on number sense in digital learning resources### Johansson, Helena

### Norberg, Malin

### Österholm, Magnus

PrimeFaces.cw("AccordionPanel","widget_formSmash_j_idt204_9_j_idt208_some",{id:"formSmash:j_idt204:9:j_idt208:some",widgetVar:"widget_formSmash_j_idt204_9_j_idt208_some",multiple:true}); PrimeFaces.cw("AccordionPanel","widget_formSmash_j_idt204_9_j_idt208_otherAuthors",{id:"formSmash:j_idt204:9:j_idt208:otherAuthors",widgetVar:"widget_formSmash_j_idt204_9_j_idt208_otherAuthors",multiple:true}); 2022 (English)In: Proceedings of the 45th conference of the international group for the psychology of mathematics education / [ed] Ceneida Fernández; Salvador Llinares; Ángel Gutiérrez; Núria Planas, Alicante: Psychology of Mathematics Education (PME) , 2022, Vol. 4, p. 241-Conference paper, Oral presentation with published abstract (Other academic)
##### Place, publisher, year, edition, pages

Alicante: Psychology of Mathematics Education (PME), 2022
##### Series

Proceedings of the PME Conference, ISSN 0771-100X, E-ISSN 2790-3648 ; PME45-2022
##### National Category

Didactics Other Mathematics
##### Identifiers

urn:nbn:se:umu:diva-219339 (URN)2-s2.0-85181394778 (Scopus ID)9788413021782 (ISBN)
##### Conference

45th Annual Conference of the International Group for the Psychology of Mathematics Education, PME 2022, Alicante, Spain, July 18-23, 2022
#####

PrimeFaces.cw("AccordionPanel","widget_formSmash_j_idt204_9_j_idt208_j_idt379",{id:"formSmash:j_idt204:9:j_idt208:j_idt379",widgetVar:"widget_formSmash_j_idt204_9_j_idt208_j_idt379",multiple:true});
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PrimeFaces.cw("AccordionPanel","widget_formSmash_j_idt204_9_j_idt208_j_idt385",{id:"formSmash:j_idt204:9:j_idt208:j_idt385",widgetVar:"widget_formSmash_j_idt204_9_j_idt208_j_idt385",multiple:true});
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PrimeFaces.cw("AccordionPanel","widget_formSmash_j_idt204_9_j_idt208_j_idt391",{id:"formSmash:j_idt204:9:j_idt208:j_idt391",widgetVar:"widget_formSmash_j_idt204_9_j_idt208_j_idt391",multiple:true});
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Available from: 2024-01-15 Created: 2024-01-15 Last updated: 2024-01-15Bibliographically approved

Mid Sweden University, Sweden.

Mid Sweden University, Sweden.

Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education. Mid Sweden University, Sweden.