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  • 1.
    Andersson, Charlotta
    et al.
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Tuominen, Jane
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    En modell som stöd för att utforska ekvationer: [A model to support exploring equations]2022In: LUMAT: International Journal on Math, Science and Technology Education, E-ISSN 2323-7112, Vol. 10, no 1, p. 182-209Article in journal (Refereed)
    Abstract [en]

    The aim of the article is to highlight whether, and if so in what ways, a selected model can constitute support when students explore mathematical structures in equations. The article is based on an empirical research study where students explored mathematical structures with support by the model, which is intended to visualize structures. Teachers and researchers worked in a collaborative and interventional study in iterative processes. A total of 149 students from compulsory school grades 3, 8 and 9 participated in video recorded research lessons based on the research approach learning study. The lessons were designed with inspiration from the framework of learning activity and the students were challenged in a theoretical work. The analysis was performed on the basis of a thematic approach and two qualitatively different core themes were identified: Template respectively Learning model. In the analysis, it emerged that the teaching has to be challenging enough for the students to find the model meaningful. The teaching needs to enable students to discern relationships between all numbers in an equation, where the relationships can be described as a part-whole structure.

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    En modell som stöd för att utforska ekvationer
  • 2.
    Dessen Jankell, Lotta
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Elevers uppfattningar av systemmodellering i arbete med hållbarhetsfrågor2023In: LUMAT: International Journal on Math, Science and Technology Education, E-ISSN 2323-7112, E-ISSN 2323-7112, Vol. 11, no 1, p. 25-51Article in journal (Refereed)
    Abstract [en]

    The article explores students’ experiences while using system models to analyze sustainability issues in geography teaching. Students at upper secondary school level in Sweden participated in a long-term teaching design study where system models were introduced and used to analyze complex issues. After the teaching segment, the students were interviewed about their experiences. The data, consisting of 32 interviews and 138 written reflections, was analyzed using phenomenography. The results show three qualitatively different ways of experiencing what it means to work with system models to deal with sustainability issues. The students perceived these as: a) a tool for modelling complex content, b) a representation of complex issues, and c) a way to explore reality in terms of systems. The results were quantified to compare if students’ experiences differed in relation to the teaching that they participated in. The conclusions show that during the first time that the students used the models they experienced the system models as a tool and there was a gap between the models and the real issues. Only few aspects of systems thinking developed. The second time, when the students used the models during a longer period of time they experienced the model work as a way to explore real problems as systems and developed more aspects of systems thinking. The article contributes with knowledge about what students need to discern to be able to develop systems thinking in geography and what learning teaching need to enable.

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    fulltext
  • 3.
    Eriksson, Inger
    et al.
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Tabachnikova, Natalia
    “Learning models”: Utilising young students’ algebraic thinking about equations2022In: LUMAT: International Journal on Math, Science and Technology Education, E-ISSN 2323-7112, Vol. 10, no 2, p. 215-238Article in journal (Refereed)
    Abstract [en]

    The overarching aim of this article is to exemplify and analyse how some algebraic aspects of equations can be theoretically explored and reflected upon by young students in collaboration with their teacher. The article is based upon an empirical example from a case study in a grade 1 in a primary school. The chosen lesson is framed by the El’konin-Davydov curriculum (ED Curriculum) and learning activity theory in which the concept of a learning model is crucial. Of the 23 participating students, 12 were girls and 11 boys, approximately seven to eight years old. The analysis of data focuses on the use of learning models and reflective elaboration and discussions exploring algebraic structures of whole and parts. The findings indicate that it is possible to promote the youngest students’ algebraic understanding of equations through the collective and reflective use of learning models, and we conclude that the students had opportunity to develop algebraic thinking about equations as a result of their participation in the learning activity. 

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    fulltext
  • 4.
    Nyman, Martin
    et al.
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Sumpter, Lovisa
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    The issue of ‘proudliness’: Primary students’ motivation towards mathematics2019In: LUMAT: International Journal on Math, Science and Technology Education, E-ISSN 2323-7112, Vol. 7, no 2, p. 80-96Article in journal (Refereed)
    Abstract [en]

    In this paper, we study year 2 and year 5 students’ expressed motivations for doing mathematics. The responses were analysed using thematic analysis; first with a deductive approach using themes from previous research, and then an additional inductive analysis searching for new themes. The results show that the children express both intrinsic motivation (cognitive-oriented and emotional-oriented), as well as extrinsic motivation (including outward and compensation). Two new categories of cognitive intrinsic motivation were found—normative and personal. The results also indicated an interplay not only between the different categories but also within categories, signalling that expressed motivation is double-layered. Some implications are discussed.

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    fulltext
  • 5.
    Planting-Bergloo, Sara
    et al.
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education. Stockholms stad, Sverige.
    Andrée, Maria
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Reimark, Josefin
    Henriksson, Emma
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Björnhammer, Sebastian
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education. Kunskapsskolan, Sverige.
    Dudas, Cecilia
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education. Stockholms stad, Sverige.
    Freerks, Per-Olof
    Jahdadic, Sofija
    Lavett Lagerström, Malin
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education. Stockholms stad, Sverige.
    Lundström, Johanna
    Da Luz, Johanna
    Nordling, Johan
    Puck, Sara
    Wennerström, Per
    Westman, Fredrik
    Wiblom, Jonna
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education. Stockholms stad, Sverige.
    Att utveckla elevers förmåga att formulera undersökningsbara frågor i naturvetenskap: Mangling av en didaktisk modell2021In: LUMAT: International Journal on Math, Science and Technology Education, E-ISSN 2323-7112, Vol. 9, no 1, p. 774-803Article in journal (Refereed)
    Abstract [sv]

    En viktig målsättning för naturvetenskaplig undervisning är att utveckla förmågan att formulera undersökningsbara frågor. Syftet med den här studien är att undersöka hur undervisning som utformats med hjälp av metoden Question Formulation Technique (QFT) kan stödja utveckling av elevers förmåga att formulera naturvetenskapligt undersökningsbara frågor.  QFT är en modell för att utveckla elevers förmåga att formulera och värdera sina egna frågor i allmänhet. I studien prövas QFT i en svensk skolkontext och inom ramen för naturvetenskaplig undervisning. Studien genomfördes som en interventionsstudie i gymnasieskolan och inom ramen för kursen Gymnasiearbete. I kursen ska eleverna genomföra en egen naturvetenskaplig undersökning. QFT användes för att utforma undervisning som del av introduktionen till kursen. Data består av videoinspelningar av elevsamtal från undervisning som har analyserats utifrån ett pragmatiskt ramverk med organiserande syften och praktisk epistemologisk analys. Resultaten visar vilka närliggande syften som etableras i elevernas samtal om undersökningsbara frågor i undervisningen: (A) att producera så många frågor som möjligt, (B) att bedöma vilka frågor som är mest relevanta, (C) att kategorisera frågor, (D) att hitta och specificera ett undersökningsobjekt och (E) att planera för att genomföra en undersökning. Slutsatsen är att QFT kan fungera som stöd för lärares planering av undervisning om naturvetenskapligt undersökningsbara frågor under förutsättning att läraren aktivt stödjer eleverna i att uppmärksamma centrala kvaliteter avseende undersökningsbarhet och genom att binda samman närliggande syften med det övergripande syftet. 

1 - 5 of 5
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