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Insulander, E., Brehmer, D. & Ryve, A. (2019). Teacher agency in professional development programmes – A case study of professional development material and collegial discussion. Learning, Culture and Social Interaction, 23, Article ID 100330.
Open this publication in new window or tab >>Teacher agency in professional development programmes – A case study of professional development material and collegial discussion
2019 (English)In: Learning, Culture and Social Interaction, ISSN 2210-6561, E-ISSN 2210-657X, Vol. 23, article id 100330Article in journal (Refereed) Published
Abstract [en]

This article offers insight into teacher agency in professional development programmes, focusing on a national policy initiative in Sweden aiming to provide in-depth professional development for mathematics teachers. Data was produced from video observations from two collegial discussions with one group of teachers, during the professional development programme. We closely analyse forms of agency in the collegial discussions in relation to the affordances of the professional development materials. The analysis shows a complex relationship between possibilities for independent judgement as constructed in curriculum materials, teachers' agency, and the coach's role in collegial discussions. Contrary to previous research, the findings indicate that opportunities for facilitating enactment in professional development materials do not necessarily lead to teacher agency. The results of the study are discussed in relation to the Swedish educational context. ©

Place, publisher, year, edition, pages
Elsevier Ltd, 2019
Keywords
Agency, Collegial learning, Professional development materials, Professional development programmes, Teacher agency
National Category
Educational Sciences
Identifiers
urn:nbn:se:mdh:diva-45097 (URN)10.1016/j.lcsi.2019.100330 (DOI)2-s2.0-85070757698 (Scopus ID)
Available from: 2019-08-28 Created: 2019-08-28 Last updated: 2019-08-28Bibliographically approved
Brehmer, D. & Ryve, A. (2018). Towards an organizing frame for mapping teachers' learning in professional development. In: Eva Norén, Hanna Palmér, Audrey Cooke (Ed.), Nordic Research in Mathematics Education: Papers of NORMA17. Paper presented at NORMA17: The Eighth Nordic Conference on Mathematics Education (pp. 229-237). Göteborg
Open this publication in new window or tab >>Towards an organizing frame for mapping teachers' learning in professional development
2018 (English)In: Nordic Research in Mathematics Education: Papers of NORMA17 / [ed] Eva Norén, Hanna Palmér, Audrey Cooke, Göteborg, 2018, p. 229-237Conference paper, Published paper (Refereed)
Abstract [en]

In their claim that teachers’ learning is treated as a “black box” in research on

professional development programs for mathematics teachers, Goldsmith, Doerr,

& Lewis (2014) call for “an organizing framework that clearly distinguishes

dimensions of teachers’ learning and identifies catalysts of teachers’ learning…”

(p. 23). The aim of this study is to present initial efforts to construct a framework

for categorizing descriptions of activities designed to support teachers’ learning

as presented in research articles within mathematics education. Based on existing

literature on professional development and examination of research articles, an

organizing frame is constructed.

Place, publisher, year, edition, pages
Göteborg: , 2018
Series
Skrifter från Svensk förening för matematikdidaktisk forskning, ISSN 1651-3274 ; 12
Keywords
Professional development, teacher learning, mathematics teacher
National Category
Didactics
Identifiers
urn:nbn:se:mdh:diva-41056 (URN)978-91-984024-1-4 (ISBN)
Conference
NORMA17: The Eighth Nordic Conference on Mathematics Education
Available from: 2018-09-28 Created: 2018-09-28 Last updated: 2018-10-12Bibliographically approved
Brehmer, D., Ryve, A. & Van Steenbrugge, H. (2016). Problem solving in Swedish mathematics textbooks for upper secondary school. Scandinavian Journal of Educational Research, 60(6), 577-593
Open this publication in new window or tab >>Problem solving in Swedish mathematics textbooks for upper secondary school
2016 (English)In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 60, no 6, p. 577-593Article in journal (Refereed) Published
Abstract [en]

The aim of this study is to analyse how mathematical problem solving is represented in mathematical textbooks for Swedish upper secondary school. The analysis comprises dominating Swedish textbook series, and relates to uncovering (a) the quantity of tasks that are actually mathematical problems, (b) their location in the chapter, (c) their difficulty level, and (d) their context. Based on an analysis of 5,722 tasks from the area of calculus, it is concluded that the textbooks themselves contain very few tasks that can be defined as mathematical problems, and that those that are mathematical problems are found at the end of a chapter at the most difficult level, and are presented in a pure mathematical context. Implications are discussed.

Keywords
mathematics textbooks, problem solving, textbook analysis, upper secondary school
National Category
Humanities Educational Sciences
Research subject
Didactics
Identifiers
urn:nbn:se:mdh:diva-27748 (URN)10.1080/00313831.2015.1066427 (DOI)000385694500001 ()2-s2.0-84938633425 (Scopus ID)
Available from: 2015-03-27 Created: 2015-03-27 Last updated: 2017-12-04Bibliographically approved
Brehmer, D. (2015). Problem solving in mathematics textbooks. (Licentiate dissertation). Västerås: Mälardalen University
Open this publication in new window or tab >>Problem solving in mathematics textbooks
2015 (English)Licentiate thesis, comprehensive summary (Other academic)
Abstract [en]

The aim of this study is to analyse how mathematical problem solving (MPS) is represented in mathematical textbooks for Swedish upper secondary school. The analysis comprises dominating Swedish textbook series, and relates to uncovering a) the quantity of tasks that are actually mathematical problems (MPs), b) their location in the chapter, c) their difficulty level, and d) their context. Based on an analysis of 5,722 tasks from the area of calculus, it is concluded that the textbooks themselves contain very few tasks that can be defined as MPs, and that those that are MPs are found at the end of a chapter at the most difficult level, and are presented in a pure mathematical context. Implications are discussed.

Place, publisher, year, edition, pages
Västerås: Mälardalen University, 2015
Series
Mälardalen University Press Licentiate Theses, ISSN 1651-9256 ; 198
Series
Mälardalen Studies in Educational Sciences ; 18
Keywords
mathematics textbooks, problem solving, textbook analysis, upper secondary school
National Category
Humanities Educational Sciences
Research subject
Didactics
Identifiers
urn:nbn:se:mdh:diva-27739 (URN)978-91-7485-195-3 (ISBN)
Presentation
2015-06-01, Delta, Mälardalens högskola, Västerås, 13:15
Opponent
Supervisors
Available from: 2015-03-27 Created: 2015-03-26 Last updated: 2015-11-26Bibliographically approved
Brehmer, D.An analytical tool for separating mathematical problems from exercises in mathematics textbooks.
Open this publication in new window or tab >>An analytical tool for separating mathematical problems from exercises in mathematics textbooks
(English)Manuscript (preprint) (Other academic)
National Category
Humanities
Identifiers
urn:nbn:se:mdh:diva-27749 (URN)
Available from: 2015-03-27 Created: 2015-03-27 Last updated: 2015-11-26Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0001-5259-2712

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