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Remillard, J., Van Steenbrugge, H., Machalow, R., Koljonen, T., Hemmi, K. & Krzywacki, H. (2018). Examining Elementary Teachers’ Use of Digital Instructional Resources: A Cross-Cultural Study. In: Hans-Georg Weigand, Alison Clark-Wilson, Ana Donevska-Todorova, Eleonora Faggiano, Niels Grønbæk and Jana Trgalova (Ed.), PROCEEDINGS of the Fifth ERME TOPIC CONFERENCE (ETC 5) on Mathematics Education in the Digital Age (MEDA): . Paper presented at Fifth ERME TOPIC CONFERENCE (ETC 5) on Mathematics Education in the Digital Age (MEDA) (pp. 201-208).
Open this publication in new window or tab >>Examining Elementary Teachers’ Use of Digital Instructional Resources: A Cross-Cultural Study
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2018 (English)In: PROCEEDINGS of the Fifth ERME TOPIC CONFERENCE (ETC 5) on Mathematics Education in the Digital Age (MEDA) / [ed] Hans-Georg Weigand, Alison Clark-Wilson, Ana Donevska-Todorova, Eleonora Faggiano, Niels Grønbæk and Jana Trgalova, 2018, p. 201-208Conference paper, Published paper (Refereed)
National Category
Educational Sciences
Identifiers
urn:nbn:se:mdh:diva-40974 (URN)
Conference
Fifth ERME TOPIC CONFERENCE (ETC 5) on Mathematics Education in the Digital Age (MEDA)
Projects
Math3C
Funder
Swedish Research Council, 2016-04616
Available from: 2018-09-20 Created: 2018-09-20 Last updated: 2018-10-24Bibliographically approved
Hemmi, K. & Ryve, A. (2015). Effective mathematics teaching in Finnish and Swedish teacher education discourses. Journal of Mathematics Teacher Education, 18(6), 501-521
Open this publication in new window or tab >>Effective mathematics teaching in Finnish and Swedish teacher education discourses
2015 (English)In: Journal of Mathematics Teacher Education, ISSN 1386-4416, E-ISSN 1573-1820, Vol. 18, no 6, p. 501-521Article in journal (Refereed) Published
Abstract [en]

This article explores effective mathematics teaching as constructed in Finnishand Swedish teacher educators’ discourses. Based on interview data from teacher educatorsas well as data from feedback discussions between teacher educators and prospectiveteachers in Sweden and Finland, the analysis shows that several aspects of the recentinternational reform movements are visible in the discourses in both countries. However,the Swedish teacher educators tend to conceptualize effective teaching as interactions withindividual children, building on students’ ideas and emanating mathematics from everydaysituations, while the Finnish teacher educators stress the importance of a clear presentationof mathematics, routines and homework as well as specific goals for every lesson. Theresults of this cross-cultural study cannot be generalized to the two countries but rathershow interesting conceptualizations of effective teaching, adding to international theorybuilding.

Keywords
Cross-national comparison Finland Mathematics teacher education Sweden Class teacher PISA TIMSS
National Category
Didactics
Identifiers
urn:nbn:se:mdh:diva-26922 (URN)10.1007/s10857-014-9293-4 (DOI)000363981500001 ()2-s2.0-84945476935 (Scopus ID)
Available from: 2014-12-16 Created: 2014-12-16 Last updated: 2019-06-26Bibliographically approved
Berg, B., Hemmi, K. & Karlberg, M. (2015). Support or Restriction: Swedish Primary School Teachers' Views on Mathematics Curriculum Reform. In: Views and Beliefs in Mathematics Education: . Paper presented at 19th International Conference on Mathematical Beliefs (MAVI), Freiburg, GERMANY, SEP 25-28, 2013 (pp. 67-80).
Open this publication in new window or tab >>Support or Restriction: Swedish Primary School Teachers' Views on Mathematics Curriculum Reform
2015 (English)In: Views and Beliefs in Mathematics Education, 2015, p. 67-80Conference paper, Published paper (Refereed)
Abstract [en]

This paper reports the results of a quantitative study on primary teachers' (n=253) views on the introduction of steering documents and national examinations for Grade 3. While the majority of the teachers experience the reform as empowering, some teachers feel the new curriculum and the national examination restrict their teacher professionalism. We found differences in how teachers viewed the reform depending on whether they had graduated before or after the reform in 1994. The differing views can be connected to teachers' beliefs about teacher professionalism and the relation between teaching, learning and maturing. We discuss our findings also in the light of curriculum development during the last four decades.

Keywords
teacher beliefs, curriculum reform, teacher professionalism, primary school, mathematics
National Category
Educational Sciences
Identifiers
urn:nbn:se:mdh:diva-33052 (URN)10.1007/978-3-658-09614-4_6 (DOI)000380769000006 ()978-3-658-09614-4 (ISBN)
External cooperation:
Conference
19th International Conference on Mathematical Beliefs (MAVI), Freiburg, GERMANY, SEP 25-28, 2013
Available from: 2016-09-01 Created: 2016-09-01 Last updated: 2016-09-01Bibliographically approved
Biza, I., Jaworski, B. & Hemmi, K. (2014). Communities in university mathematics. Research in Mathematics Education, 16(2), 161-176
Open this publication in new window or tab >>Communities in university mathematics
2014 (English)In: Research in Mathematics Education, ISSN 1479-4802, E-ISSN 1754-0178, Vol. 16, no 2, p. 161-176Article in journal (Refereed) Published
Abstract [en]

This paper concerns communities of learners and teachers that are formed, develop and interact in university mathematics environments through the theoretical lens of Communities of Practice. From this perspective, learning is described as a process of participation and reification in a community in which individuals belong and form their identity through engagement, imagination and alignment. In addition, when inquiry is considered as a fundamental mode of participation, through critical alignment, the community becomes a Community of Inquiry. We discuss these theoretical underpinnings with examples of their application in research in university mathematics education and, in more detail, in two Research Cases which focus on mathematics students' and teachers' perspectives on proof and on engineering students' conceptual understanding of mathematics. The paper concludes with a critical reflection on the theorising of the role of communities in university level teaching and learning and a consideration of ways forward for future research. 

Keywords
Community of Inquiry, Community of Practice, critical alignment, identity, university mathematics education
National Category
Social Sciences Natural Sciences
Identifiers
urn:nbn:se:mdh:diva-25596 (URN)10.1080/14794802.2014.918351 (DOI)2-s2.0-84902686297 (Scopus ID)
Available from: 2014-07-04 Created: 2014-07-04 Last updated: 2017-12-05Bibliographically approved
Andrews, P., Ryve, A., Hemmi, K. & Sayers, J. (2014). PISA, TIMSS and Finnish mathematics teaching: an enigma in search of an explanation. Educational Studies in Mathematics, 87(1), 7-26
Open this publication in new window or tab >>PISA, TIMSS and Finnish mathematics teaching: an enigma in search of an explanation
2014 (English)In: Educational Studies in Mathematics, ISSN 0013-1954, E-ISSN 1573-0816, Vol. 87, no 1, p. 7-26Article in journal (Refereed) Published
Abstract [en]

Finnish students' success on all three content domains of each of the four cycles of the OECD's Programme for International Student Assessment (PISA) has created much international interest. It has also prompted Finnish academics to offer systemic explanations typically linked to the structural qualities of Finnish schooling and teacher education. Less well-known has been the modest mathematics performance of Finnish grade 8 students on the two Trends in International Mathematics and Science Study (TIMSS) in which Finland has participated, which, when compared with its PISA successes, has created something of an enigma. In this paper, we attempt to shed light on this enigma through analyses of Finnish mathematics classroom practice that draw on two extant data sets-interviews with Finnish teacher educators and video-recordings of sequences of lessons taught on standard topics. Due to the international interest in Finnish PISA success, the analyses focus primarily on the resonance between classroom practice and the mathematical literacy component of the PISA assessment framework. The analyses indicate that Finnish mathematics didactics are more likely to explain the modest TIMSS achievements than PISA successes and allude to several factors 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 policy-borrowing are discussed. 

Keywords
Classroom norms, Finland, Mathematics didactics, Mathematics teaching, PISA, Teacher educator conceptions, TIMSS
National Category
Social Sciences
Identifiers
urn:nbn:se:mdh:diva-24813 (URN)10.1007/s10649-014-9545-3 (DOI)000339826900002 ()
Note

Correspondence Address: Andrews, P.; Mälardalens högskola, Västerås, Sweden; email: paul.andrews@mnd.su.se

Available from: 2014-04-07 Created: 2014-04-04 Last updated: 2018-01-03Bibliographically approved
Hemmi, K. & Krzywacki, H. (2014). Swedish teachers’ interplay with Finnish curriculum material – crossing the boundaries. In: : . Paper presented at International Conference on Mathematics Textbook Research and Development 2014, University of Southampton, UK, 29-31 July 2014.
Open this publication in new window or tab >>Swedish teachers’ interplay with Finnish curriculum material – crossing the boundaries
2014 (English)Conference paper, Published paper (Other academic)
Abstract [en]

Crossing the cultural boundaries provides a fruitful setting for investigating the dynamic interplay between teachers and the applied curriculum materials. In this paper, we report on the initial analysis of interviews and meetings with eight Swedish primary teachers regarding using translated Finnish curriculum materials, i.e. a textbook and teacher guide, for the first year. All teachers had chosen to use the materials voluntarily. Our analysis shows that despite some consistent experiences concerning using the materials, their ways of designing lessons vary greatly in terms of selecting ideas from the materials to be realized in the classroom. Most of the teachers seem to rely on the Finnish teacher guides more than the Swedish ones. We elaborate on both similarities and differences in relation to the teachers’ experiences and the specific features of the current school context.

Keywords
mathematics curriculum materials, primary teacher, cross-cultural study
National Category
Didactics
Identifiers
urn:nbn:se:mdh:diva-26924 (URN)
Conference
International Conference on Mathematics Textbook Research and Development 2014, University of Southampton, UK, 29-31 July 2014
Available from: 2014-12-16 Created: 2014-12-16 Last updated: 2015-01-08Bibliographically approved
Hemmi, K., Hoelgaard, L. & Ryve, A. (2014). Teaching by the book. In: : . Paper presented at Proceedings of Nordic research in mathematics education. Proceedings of the Seventh Nordic Conference on Mathematics Education, NORMA 14, 3-6 June 2014, Turku (Åbo), Finland..
Open this publication in new window or tab >>Teaching by the book
2014 (English)Conference paper, Published paper (Refereed)
National Category
Didactics
Identifiers
urn:nbn:se:mdh:diva-26925 (URN)
Conference
Proceedings of Nordic research in mathematics education. Proceedings of the Seventh Nordic Conference on Mathematics Education, NORMA 14, 3-6 June 2014, Turku (Åbo), Finland.
Available from: 2014-12-16 Created: 2014-12-16 Last updated: 2015-01-21Bibliographically approved
Hemmi, K. & Ryve, A. (2014). The culture of the mathematics classroom during the first school years in Finland and Sweden. In: B. Perry, A. Gervasoni and A. MacDonald (Ed.), Mathematics and Transition to School - International Perspectives: (pp. 185-199). Singapore: Springer
Open this publication in new window or tab >>The culture of the mathematics classroom during the first school years in Finland and Sweden
2014 (English)In: Mathematics and Transition to School - International Perspectives / [ed] B. Perry, A. Gervasoni and A. MacDonald, Singapore: Springer , 2014, p. 185-199Chapter in book (Refereed)
Abstract [en]

This chapter elaborates findings from a longitudinal ongoing cross-cultural study comparing the teacher education and classroom practices in Finland and Sweden. The focus is on the cultural scripts of mathematics instruction during the first school years (ages 6-8). Firstly, we present a description of the contexts of each country concerning primary teacher education and the transition from pre-school to school. We then characterize the dominating conceptualizations of the mathematics classroom practices for the early years in both countries, building on several analyses of different data sources. We focus especially on the intricate balance between flexibly building mathematics on pupils’ ideas of familiar everyday phenomena within a thematic teaching style on the one hand, and on the other, the organization of learning environments strictly based on a predetermined hypothetical learning trajectory (Clements & Sarama, 2007). Finally, we discuss our findings in light of the international literature on early mathematics education and transition from pre-school to school.

Place, publisher, year, edition, pages
Singapore: Springer, 2014
National Category
Didactics
Research subject
Didactics
Identifiers
urn:nbn:se:mdh:diva-26923 (URN)978-981-287-214-2 (ISBN)
Available from: 2014-12-16 Created: 2014-12-16 Last updated: 2014-12-17Bibliographically approved
Hemmi, K., Lepik, M. & Viholainen, A. (2013). Analysing proof-related competences in Estonian, Finnish and Swedish mathematics curricula-towards a framework of developmental proof. Journal of Curriculum Studies, 45(3), 354-378
Open this publication in new window or tab >>Analysing proof-related competences in Estonian, Finnish and Swedish mathematics curricula-towards a framework of developmental proof
2013 (English)In: Journal of Curriculum Studies, ISSN 0022-0272, E-ISSN 1366-5839, Vol. 45, no 3, p. 354-378Article in journal (Refereed) Published
Abstract [en]

Many countries are revising their mathematics curriculum in order to elevate the role of proof and argumentation at all school levels and for all student groups. Yet, we have very little research on how proof-related competences are aimed to be developed in the mathematics curricula of different countries in Grades 1 to 12. This article contributes to filling this gap by analysing and comparing three countries’ curricula from the perspective of developmental proof. For this purpose, we created an analytical frame of proof-related competences that could be connected to the development of students’ understanding and skills concerning argumentation and mathematical proof. The analysis reveals three quite different trajectories with specific characteristics, shortcomings and strengths. 

National Category
Mathematics
Identifiers
urn:nbn:se:mdh:diva-18265 (URN)10.1080/00220272.2012.754055 (DOI)000319106100003 ()2-s2.0-84878105826 (Scopus ID)
Available from: 2013-02-22 Created: 2013-02-22 Last updated: 2017-12-06Bibliographically approved
Hemmi, K., Koljonen, T., Hoelgaard, L., Ahl, L. & Ryve, A. (2013). Analyzing mathematics curriculum materials in Sweden and in Finland: Developing an analytical tool. In: The Eighth Congress of the European Society for Research in Mathematics Education. Feb 6th - Feb 10th, 2013.: . Paper presented at The Eighth Congress of the European Society for Research in Mathematics Education. Antalya, Turkey
Open this publication in new window or tab >>Analyzing mathematics curriculum materials in Sweden and in Finland: Developing an analytical tool
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2013 (English)In: The Eighth Congress of the European Society for Research in Mathematics Education. Feb 6th - Feb 10th, 2013., Antalya, Turkey, 2013Conference paper, Published paper (Refereed)
Place, publisher, year, edition, pages
Antalya, Turkey: , 2013
National Category
Educational Sciences
Identifiers
urn:nbn:se:mdh:diva-23492 (URN)
Conference
The Eighth Congress of the European Society for Research in Mathematics Education
Available from: 2013-12-12 Created: 2013-12-12 Last updated: 2015-11-04Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0003-0120-9829

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