mdh.sePublications
Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Problem solving in Swedish mathematics textbooks for upper secondary school
Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.ORCID iD: 0000-0001-5259-2712
Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.ORCID iD: 0000-0002-3329-0177
Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
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.

Place, publisher, year, edition, pages
2016. Vol. 60, no 6, p. 577-593
Keywords [en]
mathematics textbooks, problem solving, textbook analysis, upper secondary school
National Category
Humanities Educational Sciences
Research subject
Didactics
Identifiers
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
Available from: 2015-03-27 Created: 2015-03-27 Last updated: 2019-10-03Bibliographically approved
In thesis
1. Problem solving in mathematics textbooks
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
2. Support for mathematics teachers’ change: Examining catalysts for teacher learning and role of the teacher in professional development programmes
Open this publication in new window or tab >>Support for mathematics teachers’ change: Examining catalysts for teacher learning and role of the teacher in professional development programmes
2019 (English)Doctoral thesis, comprehensive summary (Other academic)
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

Place, publisher, year, edition, pages
Västerås: Mälardalen University, 2019
Series
Mälardalen University Press Dissertations, ISSN 1651-4238 ; 298
National Category
Didactics
Research subject
Didactics
Identifiers
urn:nbn:se:mdh:diva-45360 (URN)978-91-7485-442-8 (ISBN)
Public defence
2019-11-13, Kappa, Mälardalens högskola, Västerås, 13:15 (Swedish)
Opponent
Supervisors
Available from: 2019-10-04 Created: 2019-10-02 Last updated: 2019-10-14Bibliographically approved
3.
The record could not be found. The reason may be that the record is no longer available or you may have typed in a wrong id in the address field.

Open Access in DiVA

No full text in DiVA

Other links

Publisher's full textScopushttp://dx.doi.org/10.1080/00313831.2015.1066427

Authority records BETA

Brehmer, DanielRyve, Andreas

Search in DiVA

By author/editor
Brehmer, DanielRyve, AndreasVan Steenbrugge, Hendrik
By organisation
Educational Sciences and Mathematics
In the same journal
Scandinavian Journal of Educational Research
HumanitiesEducational Sciences

Search outside of DiVA

GoogleGoogle Scholar

doi
urn-nbn

Altmetric score

doi
urn-nbn
Total: 362 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf