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1. "I am [not always] a maths hater" Andersson, Annica PrimeFaces.cw("SelectBooleanButton","widget_formSmash_items_resultList_0_j_idt606",{id:"formSmash:items:resultList:0:j_idt606",widgetVar:"widget_formSmash_items_resultList_0_j_idt606",onLabel:"Andersson, Annica ",offLabel:"Andersson, Annica ",onIcon:"ui-icon-triangle-1-s",offIcon:"ui-icon-triangle-1-e"}); et al. PrimeFaces.cw("SelectBooleanButton","widget_formSmash_items_resultList_0_j_idt609",{id:"formSmash:items:resultList:0:j_idt609",widgetVar:"widget_formSmash_items_resultList_0_j_idt609",onLabel:"et al.",offLabel:"et al.",onIcon:"ui-icon-triangle-1-s",offIcon:"ui-icon-triangle-1-e"}); Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.PrimeFaces.cw("Panel","testPanel",{id:"formSmash:items:resultList:0:orgPanel",widgetVar:"testPanel",toggleable:true,toggleSpeed:500,collapsed:false,toggleOrientation:"vertical",closable:true,closeSpeed:500}); Valero, PaolaMeaney, TamsinPrimeFaces.cw("Panel","testPanel",{id:"formSmash:items:resultList:0:etAlPanel",widgetVar:"testPanel",toggleable:true,toggleSpeed:500,collapsed:false,toggleOrientation:"vertical",closable:true,closeSpeed:500}); "I am [not always] a maths hater": Shifting students' identity narratives in context2015Inngår i: Educational Studies in Mathematics, ISSN 0013-1954, E-ISSN 1573-0816, Vol. 90, nr 2, s. 143-161Artikkel i tidsskrift (Fagfellevurdert)Abstract [en] PrimeFaces.cw("SelectBooleanButton","widget_formSmash_items_resultList_0_j_idt644_0_j_idt645",{id:"formSmash:items:resultList:0:j_idt644:0:j_idt645",widgetVar:"widget_formSmash_items_resultList_0_j_idt644_0_j_idt645",onLabel:"Abstract [en]",offLabel:"Abstract [en]",onIcon:"ui-icon-triangle-1-s",offIcon:"ui-icon-triangle-1-e"}); In this study, individual students' engagement in learning mathematics in different contexts was explored. The students' narrated identities during their first compulsory upper secondary mathematics course provided a way to understand students' shifts in participation and why these shifts occurred in different contexts at particular times. Identity narratives such as that of being a maths hater were linked to the learning opportunities. The connections between identity narratives and contexts suggest that how students are categorised in mathematics education needs to be queried, as these categorisations have an impact on students' learning of mathematics.

PrimeFaces.cw("Panel","tryPanel",{id:"formSmash:items:resultList:0:j_idt644:0:abstractPanel",widgetVar:"tryPanel",toggleable:true,toggleSpeed:500,collapsed:false,toggleOrientation:"vertical",closable:true,closeSpeed:500}); 2. Comparative studies of mathematics teachers’ observable learning objectives Andrews, Paul PrimeFaces.cw("SelectBooleanButton","widget_formSmash_items_resultList_1_j_idt606",{id:"formSmash:items:resultList:1:j_idt606",widgetVar:"widget_formSmash_items_resultList_1_j_idt606",onLabel:"Andrews, Paul ",offLabel:"Andrews, Paul ",onIcon:"ui-icon-triangle-1-s",offIcon:"ui-icon-triangle-1-e"}); University of Cambridge, UK.PrimeFaces.cw("Panel","testPanel",{id:"formSmash:items:resultList:1:orgPanel",widgetVar:"testPanel",toggleable:true,toggleSpeed:500,collapsed:false,toggleOrientation:"vertical",closable:true,closeSpeed:500}); PrimeFaces.cw("Panel","testPanel",{id:"formSmash:items:resultList:1:etAlPanel",widgetVar:"testPanel",toggleable:true,toggleSpeed:500,collapsed:false,toggleOrientation:"vertical",closable:true,closeSpeed:500}); Comparative studies of mathematics teachers’ observable learning objectives: validating low inference codes2009Inngår i: Educational Studies in Mathematics, ISSN 0013-1954, E-ISSN 1573-0816, Vol. 71, nr 2, s. 97-122Artikkel i tidsskrift (Fagfellevurdert)Abstract [en] PrimeFaces.cw("SelectBooleanButton","widget_formSmash_items_resultList_1_j_idt644_0_j_idt645",{id:"formSmash:items:resultList:1:j_idt644:0:j_idt645",widgetVar:"widget_formSmash_items_resultList_1_j_idt644_0_j_idt645",onLabel:"Abstract [en]",offLabel:"Abstract [en]",onIcon:"ui-icon-triangle-1-s",offIcon:"ui-icon-triangle-1-e"}); Videotape is an increasingly used tool in cross-national studies of mathematics teaching. However, the means by which videotaped lessons are coded and analysed remains an underdeveloped area with scholars adopting substantially different approaches to the task. In this paper we present an approach based on generic descriptors of mathematics learning objectives. Exploiting live observations in five European countries, the descriptors were developed in a bottom-up recursive manner for application to videotaped lessons from four of these countries, Belgium (Flanders), England, Hungary and Spain. The analyses showed not only that the descriptors were consistently operationalised but also that they facilitated the identification of both similarities and differences in the ways in which teachers conceptualise and present mathematics that resonated with the available literature. In so doing we make both methodological and theoretical contributions to comparative mathematics research in general and debates concerning the national mathematics teaching script in particular.

PrimeFaces.cw("Panel","tryPanel",{id:"formSmash:items:resultList:1:j_idt644:0:abstractPanel",widgetVar:"tryPanel",toggleable:true,toggleSpeed:500,collapsed:false,toggleOrientation:"vertical",closable:true,closeSpeed:500}); Fulltekst (pdf)fulltext$(function(){PrimeFaces.cw("Tooltip","widget_formSmash_items_resultList_1_j_idt869_0_j_idt872",{id:"formSmash:items:resultList:1:j_idt869:0:j_idt872",widgetVar:"widget_formSmash_items_resultList_1_j_idt869_0_j_idt872",showEffect:"fade",hideEffect:"fade",target:"formSmash:items:resultList:1:j_idt869:0:fullText"});}); 3. A methodological critique of research on parent-initiated mathematics activities and young children’s attainment Andrews, Paul PrimeFaces.cw("SelectBooleanButton","widget_formSmash_items_resultList_2_j_idt606",{id:"formSmash:items:resultList:2:j_idt606",widgetVar:"widget_formSmash_items_resultList_2_j_idt606",onLabel:"Andrews, Paul ",offLabel:"Andrews, Paul ",onIcon:"ui-icon-triangle-1-s",offIcon:"ui-icon-triangle-1-e"}); et al. PrimeFaces.cw("SelectBooleanButton","widget_formSmash_items_resultList_2_j_idt609",{id:"formSmash:items:resultList:2:j_idt609",widgetVar:"widget_formSmash_items_resultList_2_j_idt609",onLabel:"et al.",offLabel:"et al.",onIcon:"ui-icon-triangle-1-s",offIcon:"ui-icon-triangle-1-e"}); Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.PrimeFaces.cw("Panel","testPanel",{id:"formSmash:items:resultList:2:orgPanel",widgetVar:"testPanel",toggleable:true,toggleSpeed:500,collapsed:false,toggleOrientation:"vertical",closable:true,closeSpeed:500}); Petersson, JöranSayers, JudyPrimeFaces.cw("Panel","testPanel",{id:"formSmash:items:resultList:2:etAlPanel",widgetVar:"testPanel",toggleable:true,toggleSpeed:500,collapsed:false,toggleOrientation:"vertical",closable:true,closeSpeed:500}); A methodological critique of research on parent-initiated mathematics activities and young children’s attainment2022Inngår i: Educational Studies in Mathematics, ISSN 0013-1954, E-ISSN 1573-0816, Vol. 109, nr 1, s. 23-40Artikkel i tidsskrift (Fagfellevurdert)Abstract [en] PrimeFaces.cw("SelectBooleanButton","widget_formSmash_items_resultList_2_j_idt644_0_j_idt645",{id:"formSmash:items:resultList:2:j_idt644:0:j_idt645",widgetVar:"widget_formSmash_items_resultList_2_j_idt644_0_j_idt645",onLabel:"Abstract [en]",offLabel:"Abstract [en]",onIcon:"ui-icon-triangle-1-s",offIcon:"ui-icon-triangle-1-e"}); In this paper, motivated by the desire to understand which forms of parent-initiated activity are productively implicated in young children’s mathematics learning, we present a methodological critique of recent research. Many such studies, based on assumptions that parent-initiated activities can be categorised as formal or informal, direct or indirect, or advanced or basic, exploit surveys to elicit how frequently parents engage their children in various predetermined activities. While such survey data have the potential to yield important insights, the analytical procedures typically employed prevent them. Studies involving factor analyses yield uninterpretable factors, which are then used to create summative variables based on the scores of individual activities. Other studies, drawing on untested preconceptions, simply create summative variables. In all cases, these summative variables are based on such a wide range of qualitatively different activities that labels like formal or informal become arbitrary and the potential of individual activities to support learning gets lost beneath colleagues’ desires for statistical significance. In closing, we ask colleagues, albeit somewhat rhetorically, what is the purpose of such research? Is it to identify those activities that support learning or to offer statistically robust factors, which, due to the diversity of activities embedded within them, offer few useful insights?

PrimeFaces.cw("Panel","tryPanel",{id:"formSmash:items:resultList:2:j_idt644:0:abstractPanel",widgetVar:"tryPanel",toggleable:true,toggleSpeed:500,collapsed:false,toggleOrientation:"vertical",closable:true,closeSpeed:500}); Fulltekst (pdf)fulltext$(function(){PrimeFaces.cw("Tooltip","widget_formSmash_items_resultList_2_j_idt869_0_j_idt872",{id:"formSmash:items:resultList:2:j_idt869:0:j_idt872",widgetVar:"widget_formSmash_items_resultList_2_j_idt869_0_j_idt872",showEffect:"fade",hideEffect:"fade",target:"formSmash:items:resultList:2:j_idt869:0:fullText"});}); 4. PISA, TIMSS and Finnish mathematics teaching Andrews, Paul PrimeFaces.cw("SelectBooleanButton","widget_formSmash_items_resultList_3_j_idt606",{id:"formSmash:items:resultList:3:j_idt606",widgetVar:"widget_formSmash_items_resultList_3_j_idt606",onLabel:"Andrews, Paul ",offLabel:"Andrews, Paul ",onIcon:"ui-icon-triangle-1-s",offIcon:"ui-icon-triangle-1-e"}); et al. PrimeFaces.cw("SelectBooleanButton","widget_formSmash_items_resultList_3_j_idt609",{id:"formSmash:items:resultList:3:j_idt609",widgetVar:"widget_formSmash_items_resultList_3_j_idt609",onLabel:"et al.",offLabel:"et al.",onIcon:"ui-icon-triangle-1-s",offIcon:"ui-icon-triangle-1-e"}); Mälardalen University, Sweden.PrimeFaces.cw("Panel","testPanel",{id:"formSmash:items:resultList:3:orgPanel",widgetVar:"testPanel",toggleable:true,toggleSpeed:500,collapsed:false,toggleOrientation:"vertical",closable:true,closeSpeed:500}); Ryve, AndreasMälardalen University, Sweden.Hemmi, KirstiMälardalen University, Sweden.Sayers, JudyStockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.PrimeFaces.cw("Panel","testPanel",{id:"formSmash:items:resultList:3:etAlPanel",widgetVar:"testPanel",toggleable:true,toggleSpeed:500,collapsed:false,toggleOrientation:"vertical",closable:true,closeSpeed:500}); PISA, TIMSS and Finnish mathematics teaching: an enigma in search of an explanation2014Inngår i: Educational Studies in Mathematics, ISSN 0013-1954, E-ISSN 1573-0816, Vol. 87, nr 1, s. 7-26Artikkel i tidsskrift (Fagfellevurdert)Abstract [en] PrimeFaces.cw("SelectBooleanButton","widget_formSmash_items_resultList_3_j_idt644_0_j_idt645",{id:"formSmash:items:resultList:3:j_idt644:0:j_idt645",widgetVar:"widget_formSmash_items_resultList_3_j_idt644_0_j_idt645",onLabel:"Abstract [en]",offLabel:"Abstract [en]",onIcon:"ui-icon-triangle-1-s",offIcon:"ui-icon-triangle-1-e"}); Finnish students’ success on all three content domains of each of the four cycles ofthe OECD’s Programme for International Student Assessment (PISA) has created muchinternational interest. It has also prompted Finnish academics to offer systemic explanationstypically linked to the structural qualities of Finnish schooling and teacher education. Lesswell-known has been the modest mathematics performance of Finnish grade 8 students on thetwo Trends in International Mathematics and Science Study (TIMSS) in which Finland hasparticipated, which, when compared with its PISA successes, has created something of anenigma. In this paper, we attempt to shed light on this enigma through analyses of Finnishmathematics classroom practice that draw on two extant data sets—interviews with Finnishteacher educators and video-recordings of sequences of lessons taught on standard topics. Dueto the international interest in Finnish PISA success, the analyses focus primarily on theresonance between classroom practice and the mathematical literacy component of the PISAassessment framework. The analyses indicate that Finnish mathematics didactics are morelikely to explain the modest TIMSS achievements than PISA successes and allude to severalfactors thought to be unique to the Finns, which, unrelated to mathematics teaching practices,may be contributory to the repeated Finnish PISA successes. Some implications for policyborrowingare discussed.

PrimeFaces.cw("Panel","tryPanel",{id:"formSmash:items:resultList:3:j_idt644:0:abstractPanel",widgetVar:"tryPanel",toggleable:true,toggleSpeed:500,collapsed:false,toggleOrientation:"vertical",closable:true,closeSpeed:500}); Fulltekst (pdf)fulltext$(function(){PrimeFaces.cw("Tooltip","widget_formSmash_items_resultList_3_j_idt869_0_j_idt872",{id:"formSmash:items:resultList:3:j_idt869:0:j_idt872",widgetVar:"widget_formSmash_items_resultList_3_j_idt869_0_j_idt872",showEffect:"fade",hideEffect:"fade",target:"formSmash:items:resultList:3:j_idt869:0:fullText"});}); 5. Stories of devoted university students Beccuti, Francescoet al. PrimeFaces.cw("SelectBooleanButton","widget_formSmash_items_resultList_4_j_idt609",{id:"formSmash:items:resultList:4:j_idt609",widgetVar:"widget_formSmash_items_resultList_4_j_idt609",onLabel:"et al.",offLabel:"et al.",onIcon:"ui-icon-triangle-1-s",offIcon:"ui-icon-triangle-1-e"}); PrimeFaces.cw("Panel","testPanel",{id:"formSmash:items:resultList:4:orgPanel",widgetVar:"testPanel",toggleable:true,toggleSpeed:500,collapsed:false,toggleOrientation:"vertical",closable:true,closeSpeed:500}); Valero, PaolaStockholms universitet, Humanistiska fakulteten, Institutionen för ämnesdidaktik.Robutti, OrnellaPrimeFaces.cw("Panel","testPanel",{id:"formSmash:items:resultList:4:etAlPanel",widgetVar:"testPanel",toggleable:true,toggleSpeed:500,collapsed:false,toggleOrientation:"vertical",closable:true,closeSpeed:500}); Stories of devoted university students: the mathematical experience as a form of ascesis2024Inngår i: Educational Studies in Mathematics, ISSN 0013-1954, E-ISSN 1573-0816, Vol. 115, nr 1, s. 51-67Artikkel i tidsskrift (Fagfellevurdert)Abstract [en] PrimeFaces.cw("SelectBooleanButton","widget_formSmash_items_resultList_4_j_idt644_0_j_idt645",{id:"formSmash:items:resultList:4:j_idt644:0:j_idt645",widgetVar:"widget_formSmash_items_resultList_4_j_idt644_0_j_idt645",onLabel:"Abstract [en]",offLabel:"Abstract [en]",onIcon:"ui-icon-triangle-1-s",offIcon:"ui-icon-triangle-1-e"}); Drawing on autobiographical essays written by master’s students in mathematics preparing to become teachers, we investigate what mathematical identity these students articulate and how. By means of a discursive thematic analysis centered on the notion of ascesis, we show that the participants’ identity revolves around a characterization of mathematics as a challenging, useful, and comforting activity or knowledge, which is however regarded negatively by others. Indeed, mathematics is described as a uniquely challenging activity which requires an increasingly demanding self-discipline. Moreover, mathematics is depicted as a variously useful form of knowledge which is additionally capable to offer comfort to those who engage with it. However, the participants often remark that other people regard mathematics negatively, a fact explained by stressing others’ inability or unwillingness to understand or appreciate mathematics’ inherent positive features. This sets the boundary of an ideal club of math enthusiasts whose elitist membership is regulated in terms of acceptance or refusal of its constitutive values. Belonging to the club as well as proselytizing in order to recruit new members appears to be central to the participants’ mathematical identity.

PrimeFaces.cw("Panel","tryPanel",{id:"formSmash:items:resultList:4:j_idt644:0:abstractPanel",widgetVar:"tryPanel",toggleable:true,toggleSpeed:500,collapsed:false,toggleOrientation:"vertical",closable:true,closeSpeed:500}); 6. Hybrids between rituals and explorative routines Christiansen, Iben Majet al. PrimeFaces.cw("SelectBooleanButton","widget_formSmash_items_resultList_5_j_idt609",{id:"formSmash:items:resultList:5:j_idt609",widgetVar:"widget_formSmash_items_resultList_5_j_idt609",onLabel:"et al.",offLabel:"et al.",onIcon:"ui-icon-triangle-1-s",offIcon:"ui-icon-triangle-1-e"}); PrimeFaces.cw("Panel","testPanel",{id:"formSmash:items:resultList:5:orgPanel",widgetVar:"testPanel",toggleable:true,toggleSpeed:500,collapsed:false,toggleOrientation:"vertical",closable:true,closeSpeed:500}); Corriveau, ClaudiaPettersson, KerstinStockholms universitet, Humanistiska fakulteten, Institutionen för ämnesdidaktik.PrimeFaces.cw("Panel","testPanel",{id:"formSmash:items:resultList:5:etAlPanel",widgetVar:"testPanel",toggleable:true,toggleSpeed:500,collapsed:false,toggleOrientation:"vertical",closable:true,closeSpeed:500}); Hybrids between rituals and explorative routines: opportunities to learn through guided and recreated exploration2023Inngår i: Educational Studies in Mathematics, ISSN 0013-1954, E-ISSN 1573-0816, Vol. 112, nr 1, s. 49-72Artikkel i tidsskrift (Fagfellevurdert)Abstract [en] PrimeFaces.cw("SelectBooleanButton","widget_formSmash_items_resultList_5_j_idt644_0_j_idt645",{id:"formSmash:items:resultList:5:j_idt644:0:j_idt645",widgetVar:"widget_formSmash_items_resultList_5_j_idt644_0_j_idt645",onLabel:"Abstract [en]",offLabel:"Abstract [en]",onIcon:"ui-icon-triangle-1-s",offIcon:"ui-icon-triangle-1-e"}); Within the commognitive perspective, ritual and explorative routines are used in a very particular way to distinguish students’ routines according to whether they are driven by social reward or by generating a substantiated narrative. Explorative routines in this theorisation may refer not to inquiry-based activity but to the result of a student’s routine moving from being process-oriented to becoming outcome-oriented, a deritualisation. Choice of tasks as well as a teacher’s moves offer students different opportunities to engage in rituals, explorative routines and deritualisations. Through nuancing the space spanned by opportunities to engage in rituals and explorative routines respectively, we describe and contrast classroom practices in three lessons from three contexts. The lessons share a commonality in encouraging explorative routines as a starting point, yet being adapted towards ritual activity through decreased openings for student agentivity, fewer invitations for students’ own substantiations or both. We argue that such adaptations are driven by the teachers’ commitment to reach mathematical closure in a lesson, to balance considerations of the classroom community and individual students and to meet curricular requirements. Our model helps interrogate the nature and relevance of hybrids of explorative routines and rituals.

PrimeFaces.cw("Panel","tryPanel",{id:"formSmash:items:resultList:5:j_idt644:0:abstractPanel",widgetVar:"tryPanel",toggleable:true,toggleSpeed:500,collapsed:false,toggleOrientation:"vertical",closable:true,closeSpeed:500}); 7. Mathematics education in the neoliberal and corporate curriculum de Toledo e Toledo, Neilaet al. PrimeFaces.cw("SelectBooleanButton","widget_formSmash_items_resultList_6_j_idt609",{id:"formSmash:items:resultList:6:j_idt609",widgetVar:"widget_formSmash_items_resultList_6_j_idt609",onLabel:"et al.",offLabel:"et al.",onIcon:"ui-icon-triangle-1-s",offIcon:"ui-icon-triangle-1-e"}); PrimeFaces.cw("Panel","testPanel",{id:"formSmash:items:resultList:6:orgPanel",widgetVar:"testPanel",toggleable:true,toggleSpeed:500,collapsed:false,toggleOrientation:"vertical",closable:true,closeSpeed:500}); Knijnik, GelsaValero, PaolaStockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.PrimeFaces.cw("Panel","testPanel",{id:"formSmash:items:resultList:6:etAlPanel",widgetVar:"testPanel",toggleable:true,toggleSpeed:500,collapsed:false,toggleOrientation:"vertical",closable:true,closeSpeed:500}); Mathematics education in the neoliberal and corporate curriculum: the case of Brazilian agricultural high schools2018Inngår i: Educational Studies in Mathematics, ISSN 0013-1954, E-ISSN 1573-0816, Vol. 99, nr 1, s. 73-87Artikkel i tidsskrift (Fagfellevurdert)Abstract [en] PrimeFaces.cw("SelectBooleanButton","widget_formSmash_items_resultList_6_j_idt644_0_j_idt645",{id:"formSmash:items:resultList:6:j_idt644:0:j_idt645",widgetVar:"widget_formSmash_items_resultList_6_j_idt644_0_j_idt645",onLabel:"Abstract [en]",offLabel:"Abstract [en]",onIcon:"ui-icon-triangle-1-s",offIcon:"ui-icon-triangle-1-e"}); The pedagogical principle learning by research guides the current curriculum in agricultural high schools in Brazil. A problematization of the principle shows how (1) it feeds into current neoliberal and corporate agendas in the education sector, and (2) it associates mathematical formalism and abstraction as necessary conditions for the production and use of biotechnology. Data consists of official national and institutional policy documents, as well as interviews conducted with nine former students, along with their school notebooks and tests. The theoretical and methodological framework draws on the work of Michel Foucault. It is argued that neoliberal market values are embedded in the mathematics education, through the articulation of abstract and formal reasoning with techno-scientific knowledge, for the purpose of competitive production. The learning by research principle shapes students' subjectivities to desire becoming techno-scientificized individuals. The ethical question of the subordination of the value of mathematics education to a neoliberal, predominantly marketized logic is raised as a challenge to the role of mathematics in contemporary cultures.

PrimeFaces.cw("Panel","tryPanel",{id:"formSmash:items:resultList:6:j_idt644:0:abstractPanel",widgetVar:"tryPanel",toggleable:true,toggleSpeed:500,collapsed:false,toggleOrientation:"vertical",closable:true,closeSpeed:500}); 8. Learning actions indicating algebraic thinking in multilingual classrooms Eriksson, Helena PrimeFaces.cw("SelectBooleanButton","widget_formSmash_items_resultList_7_j_idt606",{id:"formSmash:items:resultList:7:j_idt606",widgetVar:"widget_formSmash_items_resultList_7_j_idt606",onLabel:"Eriksson, Helena ",offLabel:"Eriksson, Helena ",onIcon:"ui-icon-triangle-1-s",offIcon:"ui-icon-triangle-1-e"}); et al. PrimeFaces.cw("SelectBooleanButton","widget_formSmash_items_resultList_7_j_idt609",{id:"formSmash:items:resultList:7:j_idt609",widgetVar:"widget_formSmash_items_resultList_7_j_idt609",onLabel:"et al.",offLabel:"et al.",onIcon:"ui-icon-triangle-1-s",offIcon:"ui-icon-triangle-1-e"}); Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik. Dalarna University, Sweden .PrimeFaces.cw("Panel","testPanel",{id:"formSmash:items:resultList:7:orgPanel",widgetVar:"testPanel",toggleable:true,toggleSpeed:500,collapsed:false,toggleOrientation:"vertical",closable:true,closeSpeed:500}); Eriksson, IngerStockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.PrimeFaces.cw("Panel","testPanel",{id:"formSmash:items:resultList:7:etAlPanel",widgetVar:"testPanel",toggleable:true,toggleSpeed:500,collapsed:false,toggleOrientation:"vertical",closable:true,closeSpeed:500}); Learning actions indicating algebraic thinking in multilingual classrooms2021Inngår i: Educational Studies in Mathematics, ISSN 0013-1954, E-ISSN 1573-0816, Vol. 106, nr 3, s. 363-378Artikkel i tidsskrift (Fagfellevurdert)Abstract [en] PrimeFaces.cw("SelectBooleanButton","widget_formSmash_items_resultList_7_j_idt644_0_j_idt645",{id:"formSmash:items:resultList:7:j_idt644:0:j_idt645",widgetVar:"widget_formSmash_items_resultList_7_j_idt644_0_j_idt645",onLabel:"Abstract [en]",offLabel:"Abstract [en]",onIcon:"ui-icon-triangle-1-s",offIcon:"ui-icon-triangle-1-e"}); This article discusses algebraic thinking regarding positive integers and rational numbers when students, 6 to 9 years old in multilingual classrooms, are engaged in an algebraic learning activity proposed by the El’konin and Davydov curriculum. The main results of this study indicate that young, newly arrived students, through tool-mediated joint reflective actions as suggested in the ED curriculum, succeeded in analysing arithmetical structures of positive integers and rational numbers. When the students participated in this type of learning activity, they were able to reflect on the general structures of numbers established as additive relationships (addition and subtraction) as well as multiplicative relationships (multiplication and division) and mixtures thereof, thus a core foundation of algebraic thinking. The students then used algebraic symbols, line segments, verbal, written, and gesture language to elaborate and construct models related to these relationships. This is in spite of the fact that most of the students were second language learners. Elaborated in common experiences staged in the lessons, the learning models appeared to bridge the lack of common verbal language as the models visualized aspects of the relationships among numbers in a public manner on the whiteboard. These learning actions created rich opportunities for bridging tensions in relation to language demands in the multilingual classroom.

PrimeFaces.cw("Panel","tryPanel",{id:"formSmash:items:resultList:7:j_idt644:0:abstractPanel",widgetVar:"tryPanel",toggleable:true,toggleSpeed:500,collapsed:false,toggleOrientation:"vertical",closable:true,closeSpeed:500}); Fulltekst (pdf)fulltext$(function(){PrimeFaces.cw("Tooltip","widget_formSmash_items_resultList_7_j_idt869_0_j_idt872",{id:"formSmash:items:resultList:7:j_idt869:0:j_idt872",widgetVar:"widget_formSmash_items_resultList_7_j_idt869_0_j_idt872",showEffect:"fade",hideEffect:"fade",target:"formSmash:items:resultList:7:j_idt869:0:fullText"});}); 9. Algebraic and fractional thinking in collective mathematical reasoning Eriksson, Helena PrimeFaces.cw("SelectBooleanButton","widget_formSmash_items_resultList_8_j_idt606",{id:"formSmash:items:resultList:8:j_idt606",widgetVar:"widget_formSmash_items_resultList_8_j_idt606",onLabel:"Eriksson, Helena ",offLabel:"Eriksson, Helena ",onIcon:"ui-icon-triangle-1-s",offIcon:"ui-icon-triangle-1-e"}); et al. PrimeFaces.cw("SelectBooleanButton","widget_formSmash_items_resultList_8_j_idt609",{id:"formSmash:items:resultList:8:j_idt609",widgetVar:"widget_formSmash_items_resultList_8_j_idt609",onLabel:"et al.",offLabel:"et al.",onIcon:"ui-icon-triangle-1-s",offIcon:"ui-icon-triangle-1-e"}); Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik. Dalarna University, Sweden .PrimeFaces.cw("Panel","testPanel",{id:"formSmash:items:resultList:8:orgPanel",widgetVar:"testPanel",toggleable:true,toggleSpeed:500,collapsed:false,toggleOrientation:"vertical",closable:true,closeSpeed:500}); Sumpter, LovisaStockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.PrimeFaces.cw("Panel","testPanel",{id:"formSmash:items:resultList:8:etAlPanel",widgetVar:"testPanel",toggleable:true,toggleSpeed:500,collapsed:false,toggleOrientation:"vertical",closable:true,closeSpeed:500}); Algebraic and fractional thinking in collective mathematical reasoning2021Inngår i: Educational Studies in Mathematics, ISSN 0013-1954, E-ISSN 1573-0816, Vol. 108, nr 3, s. 473-491Artikkel i tidsskrift (Fagfellevurdert)Abstract [en] PrimeFaces.cw("SelectBooleanButton","widget_formSmash_items_resultList_8_j_idt644_0_j_idt645",{id:"formSmash:items:resultList:8:j_idt644:0:j_idt645",widgetVar:"widget_formSmash_items_resultList_8_j_idt644_0_j_idt645",onLabel:"Abstract [en]",offLabel:"Abstract [en]",onIcon:"ui-icon-triangle-1-s",offIcon:"ui-icon-triangle-1-e"}); This study examines the collective mathematical reasoning when students and teachers in grades 3, 4, and 5 explore fractions derived from length comparisons, in a task inspired by the El´konin and Davydov curriculum. The analysis showed that the mathematical reasoning was mainly anchored in mathematical properties related to fractional or algebraic thinking. Further analysis showed that these arguments were characterised by interplay between fractional and algebraic thinking except in the conclusion stage. In the conclusion and the evaluative arguments, these two types of thinking appeared to be intertwined. Another result is the discovery of a new type of argument, identifying arguments, which deals with the first step in task solving. Here, the different types of arguments, including the identifying arguments, were not initiated only by the teachers but also by the students. This in a multilingual classroom with a large proportion of students newly arrived. Compared to earlier research, this study offers a more detailed analysis of algebraic and fractional thinking including possible patterns within the collective mathematical reasoning. An implication of this is that algebraic and fractional thinking appear to be more intertwined than previous suggested.

PrimeFaces.cw("Panel","tryPanel",{id:"formSmash:items:resultList:8:j_idt644:0:abstractPanel",widgetVar:"tryPanel",toggleable:true,toggleSpeed:500,collapsed:false,toggleOrientation:"vertical",closable:true,closeSpeed:500}); 10. In the workplace mathematics does not announce itself FitzSimons, Gail E.et al. PrimeFaces.cw("SelectBooleanButton","widget_formSmash_items_resultList_9_j_idt609",{id:"formSmash:items:resultList:9:j_idt609",widgetVar:"widget_formSmash_items_resultList_9_j_idt609",onLabel:"et al.",offLabel:"et al.",onIcon:"ui-icon-triangle-1-s",offIcon:"ui-icon-triangle-1-e"}); PrimeFaces.cw("Panel","testPanel",{id:"formSmash:items:resultList:9:orgPanel",widgetVar:"testPanel",toggleable:true,toggleSpeed:500,collapsed:false,toggleOrientation:"vertical",closable:true,closeSpeed:500}); Björklund Boistrup, LisaStockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.PrimeFaces.cw("Panel","testPanel",{id:"formSmash:items:resultList:9:etAlPanel",widgetVar:"testPanel",toggleable:true,toggleSpeed:500,collapsed:false,toggleOrientation:"vertical",closable:true,closeSpeed:500}); In the workplace mathematics does not announce itself: towards overcoming the hiatus between mathematicseducation and work2017Inngår i: Educational Studies in Mathematics, ISSN 0013-1954, E-ISSN 1573-0816, Vol. 95, nr 3, s. 329-349Artikkel i tidsskrift (Fagfellevurdert)Abstract [en] PrimeFaces.cw("SelectBooleanButton","widget_formSmash_items_resultList_9_j_idt644_0_j_idt645",{id:"formSmash:items:resultList:9:j_idt644:0:j_idt645",widgetVar:"widget_formSmash_items_resultList_9_j_idt644_0_j_idt645",onLabel:"Abstract [en]",offLabel:"Abstract [en]",onIcon:"ui-icon-triangle-1-s",offIcon:"ui-icon-triangle-1-e"}); Preparing students for their lives beyond schooling appears to be a universal goal offormal education. Much has been done to make mathematics education more Brealistic,^ but suchactivities nevertheless generally remain within the institutional norms of education. In this article,weassume that pedagogic relations are also an integral part of working life and draw on Bernstein’swork to address their significant features in this context. However, unlike participation in formalmathematics education, where the discipline is central, workers are likely to be confronted by, andneed to reconcile, a range of other valued workplace discourses, both epistemic and social/cultural innature. How might mathematics education work towards overcoming the hiatus between these twovery different institutional settings? This article will argue that the skills of recontextualisation,central to teachers’ work, should be integral to the mathematics education of all future workers. Itwill consider theoretical perspectives on pedagogic discourse and the consequences of diverseknowledge structures at work, with implications for general and vocational mathematics education.

PrimeFaces.cw("Panel","tryPanel",{id:"formSmash:items:resultList:9:j_idt644:0:abstractPanel",widgetVar:"tryPanel",toggleable:true,toggleSpeed:500,collapsed:false,toggleOrientation:"vertical",closable:true,closeSpeed:500}); 11. "Mathematics is a battle, but I've learned to survive" Nieminen, Juuso Henriket al. PrimeFaces.cw("SelectBooleanButton","widget_formSmash_items_resultList_10_j_idt609",{id:"formSmash:items:resultList:10:j_idt609",widgetVar:"widget_formSmash_items_resultList_10_j_idt609",onLabel:"et al.",offLabel:"et al.",onIcon:"ui-icon-triangle-1-s",offIcon:"ui-icon-triangle-1-e"}); PrimeFaces.cw("Panel","testPanel",{id:"formSmash:items:resultList:10:orgPanel",widgetVar:"testPanel",toggleable:true,toggleSpeed:500,collapsed:false,toggleOrientation:"vertical",closable:true,closeSpeed:500}); Reinholz, Daniel L.Valero, PaolaStockholms universitet, Humanistiska fakulteten, Institutionen för ämnesdidaktik.PrimeFaces.cw("Panel","testPanel",{id:"formSmash:items:resultList:10:etAlPanel",widgetVar:"testPanel",toggleable:true,toggleSpeed:500,collapsed:false,toggleOrientation:"vertical",closable:true,closeSpeed:500}); "Mathematics is a battle, but I've learned to survive": Becoming a disabled student in university mathematics2024Inngår i: Educational Studies in Mathematics, ISSN 0013-1954, E-ISSN 1573-0816, Vol. 116, s. 5-25Artikkel i tidsskrift (Fagfellevurdert)Abstract [en] PrimeFaces.cw("SelectBooleanButton","widget_formSmash_items_resultList_10_j_idt644_0_j_idt645",{id:"formSmash:items:resultList:10:j_idt644:0:j_idt645",widgetVar:"widget_formSmash_items_resultList_10_j_idt644_0_j_idt645",onLabel:"Abstract [en]",offLabel:"Abstract [en]",onIcon:"ui-icon-triangle-1-s",offIcon:"ui-icon-triangle-1-e"}); In university mathematics education, students do not simply learn mathematics but are shaped and shape themselves into someone new—mathematicians. In this study, we focus on the becoming of

*dis*abled mathematical subjects. We explore the importance of abilities in the processes of being and becoming in university mathematics. Our interest lies in how teaching and assessment practices provide students with ways to understand themselves as both able and*dis*abled, as*dis*abilities are only understood with respect to the norm. We analyse narratives of nine university students diagnosed with learning disabilities or mental health issues to investigate how their subjectivity is constituted in discourse. Our analysis shows how the students are shaped and shape themselves as*dis*abled mathematicians in relation to*speed*in mathematical activities,*disaffection*in mathematics,*individualism*in performing mathematics, and*measurability*of performance. These findings cast light on the ableist underpinnings of the teaching and assessment practices in university mathematics education. We contend that mathematical ableism forms a watershed for belonging in mathematics learning practices, constituting rather narrow, “normal” ways of being “mathematically able”. We also discuss how our participants challenge and widen the idea of an “able” mathematics student. We pave the way for more inclusive futures of mathematics education by suggesting that rather than understanding the “dis” in*dis*ability negatively, the university mathematics education communities may use*dis*by*dis*rupting order. Perhaps, we ask, if university mathematics fails to enable accessible learning experiences for students who care about mathematics, these practices should indeed be disrupted.PrimeFaces.cw("Panel","tryPanel",{id:"formSmash:items:resultList:10:j_idt644:0:abstractPanel",widgetVar:"tryPanel",toggleable:true,toggleSpeed:500,collapsed:false,toggleOrientation:"vertical",closable:true,closeSpeed:500}); 12. Focal event, contextualization, and effective communication in the mathematics classroom Nilsson, Peret al. PrimeFaces.cw("SelectBooleanButton","widget_formSmash_items_resultList_11_j_idt609",{id:"formSmash:items:resultList:11:j_idt609",widgetVar:"widget_formSmash_items_resultList_11_j_idt609",onLabel:"et al.",offLabel:"et al.",onIcon:"ui-icon-triangle-1-s",offIcon:"ui-icon-triangle-1-e"}); PrimeFaces.cw("Panel","testPanel",{id:"formSmash:items:resultList:11:orgPanel",widgetVar:"testPanel",toggleable:true,toggleSpeed:500,collapsed:false,toggleOrientation:"vertical",closable:true,closeSpeed:500}); Ryve, AndreasStockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.PrimeFaces.cw("Panel","testPanel",{id:"formSmash:items:resultList:11:etAlPanel",widgetVar:"testPanel",toggleable:true,toggleSpeed:500,collapsed:false,toggleOrientation:"vertical",closable:true,closeSpeed:500}); Focal event, contextualization, and effective communication in the mathematics classroom2010Inngår i: Educational Studies in Mathematics, ISSN 0013-1954, E-ISSN 1573-0816, Vol. 74, nr 3, s. 241-258Artikkel i tidsskrift (Fagfellevurdert)Abstract [en] PrimeFaces.cw("SelectBooleanButton","widget_formSmash_items_resultList_11_j_idt644_0_j_idt645",{id:"formSmash:items:resultList:11:j_idt644:0:j_idt645",widgetVar:"widget_formSmash_items_resultList_11_j_idt644_0_j_idt645",onLabel:"Abstract [en]",offLabel:"Abstract [en]",onIcon:"ui-icon-triangle-1-s",offIcon:"ui-icon-triangle-1-e"}); The aim of this article is to develop analytical tools for studying mathematical communication in collaborative activities. The theoretical construct of contextualization is elaborated methodologically in order to study diversity in individual thinking in relation to effective communication. The construct of contextualization highlights issues of diversity in collaborative activities as it emphasizes how students may struggle differently with a learning activity. The interaction of students (12 to 13 years old), playing a specifically designed dice game, is used as an example for illustration. The article shows how accounting for the focal events of the interlocutors, and the contexts in which they contextualize these events, help in organizing our thinking about mathematically effective communication in collaborative activities.

PrimeFaces.cw("Panel","tryPanel",{id:"formSmash:items:resultList:11:j_idt644:0:abstractPanel",widgetVar:"tryPanel",toggleable:true,toggleSpeed:500,collapsed:false,toggleOrientation:"vertical",closable:true,closeSpeed:500}); 13. Agency and positioning in a multilingual mathematics classroom Norén, Eva PrimeFaces.cw("SelectBooleanButton","widget_formSmash_items_resultList_12_j_idt606",{id:"formSmash:items:resultList:12:j_idt606",widgetVar:"widget_formSmash_items_resultList_12_j_idt606",onLabel:"Norén, Eva ",offLabel:"Norén, Eva ",onIcon:"ui-icon-triangle-1-s",offIcon:"ui-icon-triangle-1-e"}); Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.PrimeFaces.cw("Panel","testPanel",{id:"formSmash:items:resultList:12:orgPanel",widgetVar:"testPanel",toggleable:true,toggleSpeed:500,collapsed:false,toggleOrientation:"vertical",closable:true,closeSpeed:500}); PrimeFaces.cw("Panel","testPanel",{id:"formSmash:items:resultList:12:etAlPanel",widgetVar:"testPanel",toggleable:true,toggleSpeed:500,collapsed:false,toggleOrientation:"vertical",closable:true,closeSpeed:500}); Agency and positioning in a multilingual mathematics classroom2015Inngår i: Educational Studies in Mathematics, ISSN 0013-1954, E-ISSN 1573-0816, Vol. 89, nr 2, s. 167-184Artikkel i tidsskrift (Fagfellevurdert)Abstract [en] PrimeFaces.cw("SelectBooleanButton","widget_formSmash_items_resultList_12_j_idt644_0_j_idt645",{id:"formSmash:items:resultList:12:j_idt644:0:j_idt645",widgetVar:"widget_formSmash_items_resultList_12_j_idt644_0_j_idt645",onLabel:"Abstract [en]",offLabel:"Abstract [en]",onIcon:"ui-icon-triangle-1-s",offIcon:"ui-icon-triangle-1-e"}); This paper draws on data from a first grade multilingual mathematics classroom in Sweden. I explore how students' agency is pronounced in the classroom that actually can be a site where mathematics reform-oriented pedagogy thrives and how the emphasis on language support in such classrooms can support reform-oriented pedagogy. I argue that the emphasis on reform-oriented pedagogy can support the learning of mathematics and a second language, simultaneously. By analysing discursive practices, I show how this supportive relationship operates alongside the on-going processes of normalisation whereby students' mother tongues continue to be erased or ignored.

PrimeFaces.cw("Panel","tryPanel",{id:"formSmash:items:resultList:12:j_idt644:0:abstractPanel",widgetVar:"tryPanel",toggleable:true,toggleSpeed:500,collapsed:false,toggleOrientation:"vertical",closable:true,closeSpeed:500}); Fulltekst (pdf)Agency and positioning in a multilingual mathematics classroom$(function(){PrimeFaces.cw("Tooltip","widget_formSmash_items_resultList_12_j_idt869_0_j_idt872",{id:"formSmash:items:resultList:12:j_idt869:0:j_idt872",widgetVar:"widget_formSmash_items_resultList_12_j_idt869_0_j_idt872",showEffect:"fade",hideEffect:"fade",target:"formSmash:items:resultList:12:j_idt869:0:fullText"});}); 14. Pupil´s matheamtical performance in grades 3 and 6 Pettersson, Astrid PrimeFaces.cw("SelectBooleanButton","widget_formSmash_items_resultList_13_j_idt606",{id:"formSmash:items:resultList:13:j_idt606",widgetVar:"widget_formSmash_items_resultList_13_j_idt606",onLabel:"Pettersson, Astrid ",offLabel:"Pettersson, Astrid ",onIcon:"ui-icon-triangle-1-s",offIcon:"ui-icon-triangle-1-e"}); Stockholms universitet, Lärarhögskolan i Stockholm (LHS).PrimeFaces.cw("Panel","testPanel",{id:"formSmash:items:resultList:13:orgPanel",widgetVar:"testPanel",toggleable:true,toggleSpeed:500,collapsed:false,toggleOrientation:"vertical",closable:true,closeSpeed:500}); PrimeFaces.cw("Panel","testPanel",{id:"formSmash:items:resultList:13:etAlPanel",widgetVar:"testPanel",toggleable:true,toggleSpeed:500,collapsed:false,toggleOrientation:"vertical",closable:true,closeSpeed:500}); Pupil´s matheamtical performance in grades 3 and 6: A longitudinal study1991Inngår i: Educational Studies in Mathematics, ISSN 0013-1954, E-ISSN 1573-0816, s. 439-450Artikkel i tidsskrift (Fagfellevurdert)15. Establishing mathematics for teaching within classroom interactions in teacher education Ryve, Andreas PrimeFaces.cw("SelectBooleanButton","widget_formSmash_items_resultList_14_j_idt606",{id:"formSmash:items:resultList:14:j_idt606",widgetVar:"widget_formSmash_items_resultList_14_j_idt606",onLabel:"Ryve, Andreas ",offLabel:"Ryve, Andreas ",onIcon:"ui-icon-triangle-1-s",offIcon:"ui-icon-triangle-1-e"}); et al. PrimeFaces.cw("SelectBooleanButton","widget_formSmash_items_resultList_14_j_idt609",{id:"formSmash:items:resultList:14:j_idt609",widgetVar:"widget_formSmash_items_resultList_14_j_idt609",onLabel:"et al.",offLabel:"et al.",onIcon:"ui-icon-triangle-1-s",offIcon:"ui-icon-triangle-1-e"}); Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.PrimeFaces.cw("Panel","testPanel",{id:"formSmash:items:resultList:14:orgPanel",widgetVar:"testPanel",toggleable:true,toggleSpeed:500,collapsed:false,toggleOrientation:"vertical",closable:true,closeSpeed:500}); Nilsson, PerMason, JohnPrimeFaces.cw("Panel","testPanel",{id:"formSmash:items:resultList:14:etAlPanel",widgetVar:"testPanel",toggleable:true,toggleSpeed:500,collapsed:false,toggleOrientation:"vertical",closable:true,closeSpeed:500}); Establishing mathematics for teaching within classroom interactions in teacher education2012Inngår i: Educational Studies in Mathematics, ISSN 0013-1954, E-ISSN 1573-0816, Vol. 81, nr 1, s. 1-14Artikkel i tidsskrift (Fagfellevurdert)Abstract [en] PrimeFaces.cw("SelectBooleanButton","widget_formSmash_items_resultList_14_j_idt644_0_j_idt645",{id:"formSmash:items:resultList:14:j_idt644:0:j_idt645",widgetVar:"widget_formSmash_items_resultList_14_j_idt644_0_j_idt645",onLabel:"Abstract [en]",offLabel:"Abstract [en]",onIcon:"ui-icon-triangle-1-s",offIcon:"ui-icon-triangle-1-e"}); Teacher educators' processes of establishing mathematics for teaching in teacher education programs have been recognized as an important area for further research. In this study, we examine how two teacher educators establish and make explicit features of mathematics for teaching within classroom interactions. The study shows how the establishment of mathematics for teaching is dependent on the use of keywords from the mathematics education domain, the introduction of variation, and the use of generic communicative strategies. As such, the study could be seen as a contribution to ongoing research on how mathematics teacher educators interactively deal with mathematics for teaching.

PrimeFaces.cw("Panel","tryPanel",{id:"formSmash:items:resultList:14:j_idt644:0:abstractPanel",widgetVar:"tryPanel",toggleable:true,toggleSpeed:500,collapsed:false,toggleOrientation:"vertical",closable:true,closeSpeed:500}); 16. Analyzing effective communication in mathematics group work Ryve, Andreaset al. PrimeFaces.cw("SelectBooleanButton","widget_formSmash_items_resultList_15_j_idt609",{id:"formSmash:items:resultList:15:j_idt609",widgetVar:"widget_formSmash_items_resultList_15_j_idt609",onLabel:"et al.",offLabel:"et al.",onIcon:"ui-icon-triangle-1-s",offIcon:"ui-icon-triangle-1-e"}); PrimeFaces.cw("Panel","testPanel",{id:"formSmash:items:resultList:15:orgPanel",widgetVar:"testPanel",toggleable:true,toggleSpeed:500,collapsed:false,toggleOrientation:"vertical",closable:true,closeSpeed:500}); Nilsson, PerPettersson, KerstinStockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.PrimeFaces.cw("Panel","testPanel",{id:"formSmash:items:resultList:15:etAlPanel",widgetVar:"testPanel",toggleable:true,toggleSpeed:500,collapsed:false,toggleOrientation:"vertical",closable:true,closeSpeed:500}); Analyzing effective communication in mathematics group work: The role of visual mediators and technical terms2013Inngår i: Educational Studies in Mathematics, ISSN 0013-1954, E-ISSN 1573-0816, Vol. 82, nr 3, s. 497-514Artikkel i tidsskrift (Fagfellevurdert)Abstract [en] PrimeFaces.cw("SelectBooleanButton","widget_formSmash_items_resultList_15_j_idt644_0_j_idt645",{id:"formSmash:items:resultList:15:j_idt644:0:j_idt645",widgetVar:"widget_formSmash_items_resultList_15_j_idt644_0_j_idt645",onLabel:"Abstract [en]",offLabel:"Abstract [en]",onIcon:"ui-icon-triangle-1-s",offIcon:"ui-icon-triangle-1-e"}); Analyzing and designing productive group work and effective communication constitute ongoing research interests in mathematics education. In this article we contribute to this research by using and developing a newly introduced analytical approach for examining effective communication within group work in mathematics education. By using data from 12 to 13-year old students playing a dice game as well as from a group of university students working with a proof by induction, the article shows how the link between visual mediators and technical terms is crucial in students' attempts to communicate effectively. The critical evaluation of visual mediators and technical terms, and of links between them, is useful for researchers interested in analyzing effective communication and designing environments providing opportunities for students to learn mathematics.

PrimeFaces.cw("Panel","tryPanel",{id:"formSmash:items:resultList:15:j_idt644:0:abstractPanel",widgetVar:"tryPanel",toggleable:true,toggleSpeed:500,collapsed:false,toggleOrientation:"vertical",closable:true,closeSpeed:500}); 17. The discursive construction of mathematics teacher self-efficacy Xenofontos, Constantinoset al. PrimeFaces.cw("SelectBooleanButton","widget_formSmash_items_resultList_16_j_idt609",{id:"formSmash:items:resultList:16:j_idt609",widgetVar:"widget_formSmash_items_resultList_16_j_idt609",onLabel:"et al.",offLabel:"et al.",onIcon:"ui-icon-triangle-1-s",offIcon:"ui-icon-triangle-1-e"}); PrimeFaces.cw("Panel","testPanel",{id:"formSmash:items:resultList:16:orgPanel",widgetVar:"testPanel",toggleable:true,toggleSpeed:500,collapsed:false,toggleOrientation:"vertical",closable:true,closeSpeed:500}); Andrews, PaulStockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.PrimeFaces.cw("Panel","testPanel",{id:"formSmash:items:resultList:16:etAlPanel",widgetVar:"testPanel",toggleable:true,toggleSpeed:500,collapsed:false,toggleOrientation:"vertical",closable:true,closeSpeed:500}); The discursive construction of mathematics teacher self-efficacy2020Inngår i: Educational Studies in Mathematics, ISSN 0013-1954, E-ISSN 1573-0816, Vol. 105, nr 2, s. 261-283Artikkel i tidsskrift (Fagfellevurdert)Abstract [en] PrimeFaces.cw("SelectBooleanButton","widget_formSmash_items_resultList_16_j_idt644_0_j_idt645",{id:"formSmash:items:resultList:16:j_idt644:0:j_idt645",widgetVar:"widget_formSmash_items_resultList_16_j_idt644_0_j_idt645",onLabel:"Abstract [en]",offLabel:"Abstract [en]",onIcon:"ui-icon-triangle-1-s",offIcon:"ui-icon-triangle-1-e"}); Previous studies of in-service teachers indicate strong links between teacher self-efficacy and factors such as instructional quality and pupils' achievement. Yet, much of this research approaches self-efficacy from the perspective of teaching, and not of subject knowledge. Furthermore, the majority of such studies employ quantitative measures of self-efficacy. Drawing on semi-structured interviews with 22 experienced elementary teachers, this paper takes a different approach. The interviews, broadly focused on teachers' mathematics-related beliefs, brought to the surface four themes around which teachers construct their mathematics teacher self-efficacy. These concern participants' perspectives on their mathematics-related past experiences, mathematical competence, ability to realise their didactical visions and resilience in the face of challenging mathematical situations. These themes, which are discussed in relation to existing literature, not only confirm the complexity of self-efficacy but also highlight the need for greater attention to its conceptualisation and measurement.

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