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  • 1.
    Alm, Lena
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education, PRIM-gruppen.
    På upptäcktsfärd i elevernas  värld av tal2007In: Matematikdidaktiska texter – Beprövad erfarenhet och vetenskaplig grund / [ed] Lena Alm ..., Stockholm: PRIM-gruppen, Institutionen för undervisningsprocesser, kommunikation och lärande, Lärarhögskolan i Stockholm , 2007, p. 43-55Chapter in book (Other academic)
  • 2.
    Björklund Boistrup, Lisa
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education, PRIM-gruppen.
    Assessment in the mathematics classroom. .: Studies of interaction between teacher and pupil using a multimodal approach2007In: CERME 5. European Research in Mathematics Education. / [ed] Pitta-Pantazi, D. & Philippou, G., 2007, p. 1160-1169Conference paper (Refereed)
    Abstract [en]

    Several researchers stress the fact that students focus their learning according to thecontent in the assessment and to how this is carried out. Assessment in this particularstudy is not in a “usual” formal situation. Instead it refers to assessment which canbe found in the interaction between teacher and pupil during hands-on work inmathematics. The analytical tools are derived from research of formative assessment,the National syllabus in mathematics and a multimodal approach within a socialsemiotic frame. The results indicate that pupils do not always get constructivefeedback when showing meaning-making in mathematics. Possible reasons for thisare discussed from an institutional perspective.

  • 3.
    Björklund Boistrup, Lisa
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education, PRIM-gruppen.
    Classroom assessment. An analysis of definitions and boundaries.2009Conference paper (Refereed)
  • 4.
    Björklund Boistrup, Lisa
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education, PRIM-gruppen.
    Classroom assessment in mathematics – a review of articles in two journals2010In: Mathematics and mathematics education: cultural and social dimensions : proceedings of MADIF 7 / [ed] Christer Bergsten, Eva Jablonka, Tine Wedege, Linköping: Svensk förening för matematikdidaktisk forskning (SMDF) , 2010Conference paper (Refereed)
    Abstract [en]

    Today there is a lot of interest in assessment, including classroom assessment, in educational research. A search on the abstracts to the EARLI (European Association for Research on Learning and Instruction) conference 2009[1] for the term ”assessment”, gave more than 300 hits[2] out of approximately 1700 abstracts (EARLI, 2009). This means that more than one sixth of the contributions to this general learning and education conference had a strong connection to assessment. One cause for this interest is that learning and assessment are strongly linked, that is, how assessment is done has impact on student’s learning (e.g. Gipps, 2001; Pettersson, 2007; Shephard, 2000). Since at least Black & Wiliam (1998), there has been a call for classroom studies in depth in this area, and there still is (e.g. Hattie 2009).

    This paper takes it departure in a tentative literature review focused on definitions and boundaries in classroom assessment in general through a search on Libris[3] (Björklund Boistrup, 2009). In the present paper I direct the interest solely towards classroom assessment in mathematics education. The study investigates (1) to what extent there are articles with an articulated focus on classroom assessment in journals of mathematics education. The aim is also to (2) find how classroom assessment is conceptualised within the mathematics educations field, that is, within what boundaries the articles are positioned. In order to find some answers to these questions, I perform a new literature review, this time focussing on two journals, Educational studies in mathematics (called ESM in this paper) and ZDM The International Journal on Mathematics Education (called ZDM). Further on, similar reviews will be performed for other journals in the field of mathematics education. When performing this review, I use the analytical structures, concerning boundaries of assessment, used in and derived from the earlier review. By this, I discuss aspects such as possible mathematics classroom situations, and students’ and teachers’ roles in mathematics classroom assessment. I also describe to what extent institutional aspects are included in the literature.

  • 5.
    Björklund Boistrup, Lisa
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education, PRIM-gruppen.
    Discourses of assessment actions in mathematics classrooms2010In: Proceedings of the Sixth International Mathematics Education and Society Conference / [ed] Uwe Gellert, Eva Jablonka and Candia Morgan, Berlin: Freie Universität Berlin , 2010, p. 161-170Conference paper (Refereed)
    Abstract [en]

    This paper presents some tentative results of a study on assessment actions in mathematics classrooms, as they appear in the interaction between teacher and student. The study has four research objectives and in this paper results concerning one objective, discourses of assessment in mathematics, are presented. The theoretical frame-work is an institutional/discursive perspective coordinated with a social semiotic perspective. For the analysis additional theories are included. When it comes to discourses of assessment and/or of mathematics education, a dichotomous picture is often described in literature. The results in this paper broaden this picture, including drawing attention to aspects concerning students’ agency in assessment in mathematics.

  • 6.
    Björklund Boistrup, Lisa
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education, PRIM-gruppen.
    Från förvirrad förstaklassare till doktorand2007In: En klass för sig - om forskning och forskarutbildning vid Lärarhögskolan i Stockholm / [ed] Maria André, Lena Borgström och Birgitta Hammarström-Levenhagen, Stockholm: HLS förlag , 2007, p. 178-183Chapter in book (Other (popular science, discussion, etc.))
  • 7.
    Björklund Boistrup, Lisa
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education, PRIM-gruppen.
    Kicki tar körkort – Bedömning av elevers lärande2008In: Design för lärande / [ed] Anna-Lena Rostvall & Staffan Selander, Stockholm: Norstedt , 2008, p. 45-58Chapter in book (Other academic)
  • 8.
    Björklund Boistrup, Lisa
    et al.
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education, PRIM-gruppen.
    Nordlund, Maria
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education, PRIM-gruppen.
    Analysschema i förändringstider2009In: Nämnaren, ISSN 0348-2723, no 3, p. 16-17Article in journal (Other (popular science, discussion, etc.))
    Abstract [sv]

    Det har skett några förändringar i ”Analysschema i matematik. För användning före årskurs 6”. Här beskrivs dessa förändringar. Dessutom diskuteras betydelsen av att ge eleverna återkoppling och hur analysschemat kan användas i det syftet.

  • 9.
    Björklund Boistrup, Lisa
    et al.
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education, PRIM-gruppen.
    Pettersson, Astrid
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education, PRIM-gruppen.
    Tambour, Torbjörn
    Stockholm University, Faculty of Science, Department of Mathematics.
    Skolmatematiken och universitetsmatematiken ur ett didaktiskt perspektiv2007In: Matematikdidaktiska texter. : beprövad erfarenhet och vetenskaplig grund / [ed] Lena Alm ..., Stockholm: PRIM-gruppen, Institutionen för undervisningsprocesser, kommunikation och lärande, Lärarhögskolan i Stockholm , 2007, p. 8-26Chapter in book (Other academic)
  • 10.
    Björklund Boistrup, Lisa
    et al.
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education, PRIM-gruppen.
    Selander, Staffan
    Stockholm University, Faculty of Social Sciences, Department of Didactic Science and Early Childhood Education.
    Coordinating multimodal social semiotics and an institutional perspective in studying assessment actions in mathematics classrooms.2009In: CERME 6. European Research in Mathematics Education. Proceedings, 2009Conference paper (Refereed)
    Abstract [en]

    What can a multimodal social semiotic perspective in coordination with an institutional perspective make visible? In this paper we describe how we coordinate these two perspectives in order to look at the same empirical material with different focuses. The research interest is assessment actions in mathematics classrooms, an interest that also affects research objectives and possible results. When coordinating the different perspectives, we have chosen, for the analytical frame-work, to develop the social semiotic meta-functions by adding a new, fourth, meta-function: the institutional. For the detailed analysis, we connect to these four meta-functions other compatible concepts to create an analytical framework.

  • 11.
    Fredriksson, Ulf
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Karlsson, Karl Göran
    Pettersson, Astrid
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education, PRIM-gruppen.
    PISA under 15 år: resultat och trender2018Book (Other academic)
  • 12.
    Fredriksson, Ulf
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Oskarsson, Magnus
    Mittuniversitetet.
    Pettersson, Astrid
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education, PRIM-gruppen.
    Karlsson, K.G
    Mittuniversitetet.
    Sollerman, Samule
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education, PRIM-gruppen.
    Eliasson, Nina
    Mittuniversitetet.
    Rasmusson, Maria
    Mittuniversitetet.
    Sundgren, Marcus
    Mittuniversitetet.
    PISA 2012: 15-åringars kunskaper i matematik, läsförståelse och naturvetenskap2013Report (Other academic)
  • 13.
    Ingemansson, Ingmar
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education, PRIM-gruppen.
    Undervisning i elementär och inledande algebra på högstadiet2007In: Matematikdidaktiska texter. Beprövad erfarenhet och vetenskaplig grund / [ed] Tor Englund, Astrid Pettersson, Torbjörn Tambour, Stockholm: PRIM-gruppen, Institutionen för undervisningsprocesser, kommunikation och lärande, Lärarhögskolan i Stockholm , 2007, p. 34-41Chapter in book (Other academic)
  • 14.
    Ingemansson, Ingmar
    et al.
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education, PRIM-gruppen.
    Nordlund, Maria
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education, PRIM-gruppen.
    Elevers grundläggande kunskaper och färdigheter i matematik: En utvärdering genomförd i Ekerö, Nacka, Nynäshamn, Salem Sollentuna, Tyresö och Upplands-Väsby kommuner läsåret 2007/20082008Report (Other academic)
  • 15.
    Ingemansson, Ingmar
    et al.
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education, PRIM-gruppen.
    Pettersson, Astrid
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education, PRIM-gruppen.
    Matematiken i Pisa2007In: Pisa 2006: 15-åringars förmåga att förstå, tolka och reflektera - naturvetenskap, matematik och läsförståelse, Stockholm: Skolverket , 2007, p. 94-109Chapter in book (Other academic)
  • 16.
    Källgården, Eva-Stina
    et al.
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Olofsson, Gunilla
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education, PRIM-gruppen.
    Exempel med grafräknaren som pedagogiskt hjälpmedel2007In: Matematikdidaktiska texter. Beprövad erfarenhet och vetenskaplig grund. Del 1 / [ed] Lena Alm ..., Stockholm: Lärarhögskolan i Stockholm , 2007, p. 56-65Chapter in book (Other academic)
  • 17.
    Nordllund, Maria
    et al.
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education, PRIM-gruppen.
    Pettersson, Astrid
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education, PRIM-gruppen.
    Att få reda på vad andra säger. Utvärdering av Kammarkollegiets tolkprov2009Report (Other academic)
  • 18.
    Pettersson, Astrid
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education, PRIM-gruppen.
    Hur bedömer vi barnen?2008In: Modern Barndom, ISSN 1400-0733, no 2, p. 26-27Article in journal (Other (popular science, discussion, etc.))
  • 19.
    Pettersson, Astrid
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education, PRIM-gruppen.
    Pedagogisk bedömning – bedömning för lärande2007In: Symposium 2006: bedömning, flerspråkighet och lärande / [ed] Mikael Olofsson, Stockholm: HLS Förlag , 2007, p. 11-20Chapter in book (Other academic)
  • 20.
    Pettersson, Astrid
    et al.
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education, PRIM-gruppen.
    Björklund Boistrup, Lisa
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education, PRIM-gruppen.
    National Assessment in Swedish Compulsory School2010In: The First Sourcebook on Nordic Research in Mathematics Education: Norway, Sweden, Iceland, Denmark and contributions from Finland / [ed] Bharath Sriraman ... [et al.]., Charlotte: Information Age Pub. , 2010, p. 373-385Chapter in book (Other academic)
  • 21.
    Taube, Karin
    et al.
    Umeå universitet.
    Fredriksson, Ulf
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Oskarsson, Magnus
    Mittuniversitetet.
    Karlsson, K.G
    Mittuniversitetet.
    Pettersson, Astrid
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education, PRIM-gruppen.
    Ingemansson, Ingmar
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education, PRIM-gruppen.
    Hammarberg, Nina
    Mittuniversitetet.
    Lundgren, Maria
    Mittuniversitetet.
    Rasmusson, Maria
    Mittuniversitetet.
    Sundgren, Marcus
    Mittuniversitetet.
    Rustad att möta framtiden? PISA 2009 om 15-åringars läsförståelse och kunskaper i matematik och naturvetenskap2010Report (Other academic)
1 - 21 of 21
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