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  • 1.
    Brehmer, Daniel
    et al.
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.
    Ryve, Andreas
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.
    Van Steenbrugge, Hendrik
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.
    Problem solving in Swedish mathematics textbooks for upper secondary school2016Inngår i: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 60, nr 6, s. 577-593Artikkel i tidsskrift (Fagfellevurdert)
    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.

  • 2.
    Göransson, Kerstin
    et al.
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.
    Hellblom-Thibblin, Tina
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.
    Axdorph, Eva
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.
    A conceptual approach to teaching mathematics to students with intellectual disability2016Inngår i: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, nr 2, s. 182-200Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Swedish compulsory school for students with intellectual disability (ID) has been criticized for focusing on care and not presenting the students with enough knowledge-related challenges. The purpose of this study is to investigate how a conceptually-based mathematics curriculum can be interpreted and constructed for students with ID. A total of 18 mathematics lessons in 6 classes forstudents with ID were filmed, and the teachers were interviewed in connection with the lessons. Aqualitative content analysis approach was used to identify aspects of mathematical competency content and to analyze the teaching. Three major groups of teaching strategies are identified: pedagogical mathematics activities, focusing on students’ perceptions of mathematical content, and encouraging dialogue between students. 

  • 3.
    Hemmi, Kirsti
    et al.
    Åbo Akademi University, Vaasa, Finland.
    Kryzwacki, Heidi
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik. Uppsala University, Uppsala, Sweden.
    Koljonen, Tuula
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.
    Investigating Finnish teacher guides as a resource for mathematics teaching2017Inngår i: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 62, nr 6, s. 911-928Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    The most commonly used Finnish mathematics teacher guides (Grades 1–6) are investigated so as to determine what kind of resource they constitute for teachers in planning and enacting mathematics teaching and what kind of mathematics classroom they promote. The structure and the main contents of the guides were found to be quite homogeneous. The nature of communication was mostly descriptive, but the separate activities suggested for each lesson were quite explicitly described. Suggested activities, such as mental calculation tasks and homework assignment, were typically motivated by nonspecific rationales, and many activities seemed to be taken for granted in the Finnish mathematics classroom culture. The results add both to knowledge about how to analyse teacher guides and to knowledge about Finnish educational features.

  • 4.
    Lundqvist, Johanna
    et al.
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.
    Allodi, Mara Westling
    Stockholm Univ, Dept Special Educ, Stockholm, Sweden..
    Siljehag, Eva
    Stockholm Univ, Dept Special Educ, Stockholm, Sweden..
    Values and Needs of Children With and Without Special Educational Needs in Early School Years: A Study of Young Children's Views on What Matters to Them2019Inngår i: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 63, nr 6, s. 951-967Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Understanding how children experience life in educational settings should be an imperative for educational practitioners, evaluators, and researchers. Listening to children's points of views would facilitate the development of educational settings that meet the needs of children and contribute to their wellbeing and development so that their experiences are both joyful and meaningful. A total of 56 children between the ages of 5 and 7 in 65 educational settings located in central Sweden were included in the study. Amongst the 56 participating children, 29 were identified as having special educational needs. The children's views were collected from 2012 to 2015 using drawings and interviews, and these were analysed using a thematic analysis. Nine themes that reflected matters of importance for the children, both those with and without special educational needs, are described. These themes are discussed and linked to previous research, educational evaluation models, and theories of values and needs.

  • 5.
    Niia, Anna
    et al.
    Mälardalens högskola, Akademin för hälsa, vård och välfärd, Hälsa och välfärd.
    Almqvist, Lena
    Mälardalens högskola, Akademin för hälsa, vård och välfärd, Hälsa och välfärd.
    Brunnberg, Elinor
    Mälardalens högskola, Akademin för hälsa, vård och välfärd, Hälsa och välfärd.
    Granlund, Mats
    Hälsohögskolan Jönköping.
    Student participation and parental involvement in relation to academic achievement2015Inngår i: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 59, nr 3, s. 297-315Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This study show that students, teachers, and parents in Swedish schools ascribe differing meanings and significance to students’ participation in school in relation to academic achievement. Students see participation as mainly related to social interaction and not academic achievement, whilst teachers view students’ participation as more closely related to activity and academic performance. Despite these differences, teachers and students are in closer agreement regarding activities of a social nature. Teachers’ and parents’ ratings of parents’ involvement in school have a higher agreement, but also correlate negatively with the academic achievement of the student. This is likely because communication is more frequent with parents of underachieving students than students with high academic performance. The partly inconsistent results in previous research regarding the relation between participation and academic achievement can here be explained by the choice of raters, as this connection only exists in ratings done by teachers.

  • 6.
    Nilsson, Per
    et al.
    Linneaus University, Sweden.
    Ryve, Andreas
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.
    The nature and role of common ground in the learning of mathematics in small-group discussions2014Inngår i: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 58, nr 5, s. 609-623Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This study investigates the nature and role of common ground in group learning of mathematics by means of the analytical construct of focal projects and contextualization. The analysis investigates two students (12-13 years old) playing a dice game, where they are to distribute a set of markers based on the totals of two dice. The analysis shows how the consistency between the students’ focal projects became critical to their progression from a uniform to a non-uniform distribution of the markers. The task system and concrete manipulatives became crucial in furthering the students’ explorations. In the frame of a frequency context, we also discuss how a contextualization may restrict certain aspects of probability from coming into play during such explorations.

  • 7.
    Ryve, Andreas
    et al.
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.
    Hemmi, Kirsti
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.
    Börjesson, Mats
    Stockholms Universitet.
    Discourses about school-based mathematics teacher education in Finland and Sweden2013Inngår i: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 57, nr 2, s. 132-147Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    In this cross-case study we focus on school-based teacher education in Sweden and Finland. Through the use of focus-group interviews with mathematics teacher educators in Finland and Sweden, the study shows that there are substantial differences in how school-based teacher education is introduced and portrayed in the discourse about teacher education and prospective teachers' learning. The school-based teacher education among the Finnish groups is made relevant in relation to several aspects of prospective teachers' learning. In the Swedish groups, school-based teacher education is portrayed as an organizational problem and few aspects of prospective teachers' learning are brought into the discourse. The results cannot be generalized to the two countries but show interesting conceptualizations of school-based education potentially useful for teacher educators and scholars

  • 8.
    Ryve, Andreas
    et al.
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.
    Larsson, Maria
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.
    Nilsson, Per
    Linnéuniversitetet.
    Analyzing Content and Participation in Classroom Discourse: Dimensions of Variation, Mediating Tools, and Conceptual Accountability2013Inngår i: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 57, nr 1, s. 101-114Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Balancing content and students' participation in the mathematics classroom is an area of both practical and theoretical interest. In this article we relate and contribute to these two interests by analyzing classroom data from an intervention project aiming at teaching mathematics through problem solving. The study shows that several aspects such as mediating tools, the teacher's conceptual accountability and interactional moves play important roles in the nature of the co-construction of critical dimensions of variation. We therefore suggest that an analysis of content and participation in the mathematics classroom would benefit from drawing on several theoretical sources. As such, the study could be seen as a contribution to recent elaborations on developing variation theory for analyzing the enacted object of learning.

  • 9.
    Sandberg, Gunilla
    et al.
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.
    Norling, Martina
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation.
    Teachers´perspectives on promoting reading and writing for pupils with various linguistic backgrounds in grade 1 of primary schoolInngår i: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    The aim of this study is to gain a deeper understanding of teachers’ perspectives on promoting reading and writing for pupils with various linguistic backgrounds in grade 1. Focus group interviews were conducted with 17 teachers who work in preschool classes and in grade 1. The teachers’ perspectives on reading and writing can be characterised as balanced, in the sense that the teachers describe how they work with both the technical and the learning-oriented dimension. The number of different languages spoken in their classes is regarded in a positive manner, but it also leads to major challenges, such as not having enough time for all of the pupils and not having sufficient knowledge of multilingualism.

  • 10.
    Sandström Kjellin, Margareta
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation.
    "Areas of Instruction”: A Tool for Assessing Instructional Situations2005Inngår i: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 49, nr 2, s. 153-165Artikkel i tidsskrift (Fagfellevurdert)
  • 11.
    Sandström Kjellin, Margareta
    Mälardalens högskola, Institutionen för samhälls- och beteendevetenskap.
    Classroom Niches for Skilled Readers and for Children with Reading and Writing Difficulties2007Inngår i: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 51, nr 1, s. 63-79Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    A longitudinal study is reported aiming at analysing niche characteristics in the classroom of skilled readers and children with reading and writing disabilities. Thirteen children are studied during their 1st and 4th years at school. The result is described using the concepts capacity, opportunity and interest. Capacity means the children's abilities, opportunity means the environment's inclination to support the children and interest means the children's will to engage in school activities. Each child is appointed/acquires a specific niche in the classroom: some children are in niches with the same characteristics both during their 1st and their 4th year, and some children move between niches with different characteristics from the 1st to the 4th year. The result is discussed in relation to the two goals in Swedish schools: "goals to attain" and "goals to aim for".

  • 12.
    Sandström, Margareta
    et al.
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.
    Klang, Nina
    Uppsala universitet, Sweden.
    Lindqvist, Gunilla
    Uppsala universitet, Sweden.
    Bureaucracies in Schools: Approaches to Support Measures in Swedish Schools Seen in the Light of Skrtic's Theories2017Inngår i: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    In Sweden, policy changes for provision of special support have been introduced, implying that teachers are obliged to provide and evaluate extra adaptations in regular classrooms prior to referring pupils to special support. The policy changes raise questions about school staffs’ views of support measures and of necessary professional competence for provision of the support measures. We conducted focus group interviews with 60 school staff representatives—headmasters, general education teachers, and special educators/school welfare teams—about their understandings of the new policy. The data were analyzed qualitatively, with the objective to explore school staffs’ approaches to the policy changes. Two main “ideal type approaches” were discerned, using Skrtic’s theories, viz. the bureaucracy approach and adhocracy approach. In the light of Skrtic’s theory, professionals’ reasoning about the new policy may reflect difficulties that are encountered in the process of implementing the policy in bureaucracy-steered schools.

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