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Problem solving in Swedish mathematics textbooks for upper secondary school
Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.ORCID-id: 0000-0001-5259-2712
Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.ORCID-id: 0000-0002-3329-0177
Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.
2016 (engelsk)Inngår i: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 60, nr 6, s. 577-593Artikkel i tidsskrift (Fagfellevurdert) 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.

sted, utgiver, år, opplag, sider
2016. Vol. 60, nr 6, s. 577-593
Emneord [en]
mathematics textbooks, problem solving, textbook analysis, upper secondary school
HSV kategori
Forskningsprogram
didaktik
Identifikatorer
URN: urn:nbn:se:mdh:diva-27748DOI: 10.1080/00313831.2015.1066427ISI: 000385694500001Scopus ID: 2-s2.0-84938633425OAI: oai:DiVA.org:mdh-27748DiVA, id: diva2:798526
Tilgjengelig fra: 2015-03-27 Laget: 2015-03-27 Sist oppdatert: 2019-10-03bibliografisk kontrollert
Inngår i avhandling
1. Problem solving in mathematics textbooks
Åpne denne publikasjonen i ny fane eller vindu >>Problem solving in mathematics textbooks
2015 (engelsk)Licentiatavhandling, med artikler (Annet vitenskapelig)
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.

sted, utgiver, år, opplag, sider
Västerås: Mälardalen University, 2015
Serie
Mälardalen University Press Licentiate Theses, ISSN 1651-9256 ; 198
Serie
Mälardalen Studies in Educational Sciences ; 18
Emneord
mathematics textbooks, problem solving, textbook analysis, upper secondary school
HSV kategori
Forskningsprogram
didaktik
Identifikatorer
urn:nbn:se:mdh:diva-27739 (URN)978-91-7485-195-3 (ISBN)
Presentation
2015-06-01, Delta, Mälardalens högskola, Västerås, 13:15
Opponent
Veileder
Tilgjengelig fra: 2015-03-27 Laget: 2015-03-26 Sist oppdatert: 2015-11-26bibliografisk kontrollert
2. Support for mathematics teachers’ change: Examining catalysts for teacher learning and role of the teacher in professional development programmes
Åpne denne publikasjonen i ny fane eller vindu >>Support for mathematics teachers’ change: Examining catalysts for teacher learning and role of the teacher in professional development programmes
2019 (engelsk)Doktoravhandling, med artikler (Annet vitenskapelig)
Abstract [en]

When the perception changes regarding what mathematics students should be able to manage, this is typically addressed through a new national curriculum. To establish and implement this new curriculum in practice, teachers must be given the opportunity to change according to it. For such change, they need support in interpreting and implementing the new curriculum. Typically, there are two common ways to support teacher change: (1) developing and launching curriculum materials that correspond to the national curriculum; and (2) implementing professional development programmes (PDPs) that correspond to the new national curriculum. This thesis includes both aspects and aims to contribute to research on support for mathematics teachers’ change. This aim is operationalized by: (1) studying mathematics textbooks in which tasks and plausible teaching intentions are analysed; (2) studying teacher agency in collegial discussions in relation to the design of a PDP; and (3) mapping and describing catalysts for teacher learning from PDPs in research literature. These studies resulted in five papers, which are included in this thesis. The main results of the papers cover: the distribution of types of tasks in Swedish mathematics textbooks; the type of learning approach advocated in these textbooks; how different types of texts in PDPs relate to teacher agency in collegial discussions; and an identification and description of catalysts for teacher learning from PDPs for mathematics teachers. In the kappa1 of this thesis, these results are merged and discussed in relation to different models of teacher change. The focus in the kappa is on examining catalysts for teacher learning from such initiatives and the role of the teacher in PDPs. This examination suggests elaborations on parts of a conceptual framework for effective PDPs (Desimone, 2009). More precisely, the elaborations concern core critical features for effective PDPs, presented in this framework: Content Focus, Active Learning, Collective Participation, Duration, and Coherence. The main contributions of this thesis concern: a tool for analysing tasks in textbooks with respect to problem-solving tasks; an organizing frame for mapping learning catalysts from articles describing PDPs; a description of catalysts for teacher learning from PDPs as specifications of core critical features for effective PDPs; and the role of the teacher in PDPs as a catalyst for learning. Implications and suggestions for future research are discussed.

___________________________

1The Swedish term kappa will be used in this thesis in the absence of an equivalent English term for the introductory chapters of an aggregation dissertation

sted, utgiver, år, opplag, sider
Västerås: Mälardalen University, 2019
Serie
Mälardalen University Press Dissertations, ISSN 1651-4238 ; 298
HSV kategori
Forskningsprogram
didaktik
Identifikatorer
urn:nbn:se:mdh:diva-45360 (URN)978-91-7485-442-8 (ISBN)
Disputas
2019-11-13, Kappa, Mälardalens högskola, Västerås, 13:15 (svensk)
Opponent
Veileder
Tilgjengelig fra: 2019-10-04 Laget: 2019-10-02 Sist oppdatert: 2019-10-14bibliografisk kontrollert
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Brehmer, DanielRyve, Andreas

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