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  • 1.
    Biza, I.
    et al.
    University of East Anglia, Norwich, United Kingdom.
    Jaworski, B.
    Loughborough University, Loughborough, United Kingdom.
    Hemmi, Kirsti
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.
    Communities in university mathematics2014Inngår i: Research in Mathematics Education, ISSN 1479-4802, E-ISSN 1754-0178, Vol. 16, nr 2, s. 161-176Artikkel i tidsskrift (Fagfellevurdert)
    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. 

  • 2.
    Koljonen, Tuula
    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. Faculty of Education, Østfold University College, Halden, Norway.
    Hemmi, K.
    Mathematics and science education, Åbo Akademi University, Vasa, Finland.
    Analysing the nature of potentially constructed mathematics classrooms in Finnish teacher guides–the case of Finland2018Inngår i: Research in Mathematics Education, ISSN 1479-4802, E-ISSN 1754-0178, Vol. 20, nr 3, s. 295-311Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Given that curriculum materials serve as cultural artefacts, this study addresses the need for more research on curriculum materials in different contexts. Most studies concerning curriculum materials have been conducted in US and, therefore little is known about the nature of materials in other cultural-educational contexts. The aim of this paper is to identify the underlying cultural norms of potentially constructed classrooms, by analysing recurrent activities in the most commonly used Finnish teacher guides at primary-school level. We identified three norms embedded in them: (1) creating opportunities for learning through a variety of activities and communication; (2) keeping the class gathered around a specific mathematical topic; and (3) concurrent active involvement of teachers and students. The results add to knowledge about both teacher guides and the Finnish educational context. Moreover, it adds to the growing body of methodologies, as our analytical approach is novel in the context of textual analysis.

  • 3.
    Nardi, E.
    et al.
    University of East Anglia, Norwich, United Kingdom.
    Ryve, Andreas
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.
    Stadler, E.
    Stockholm University, Stockholm, Sweden .
    Viirman, O.
    University of Gävle, Gävle, Sweden.
    Commognitive analyses of the learning and teaching of mathematics at university level: The case of discursive shifts in the study of Calculus2014Inngår i: Research in Mathematics Education, ISSN 1479-4802, E-ISSN 1754-0178, Vol. 16, nr 2, s. 182-198Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    In this paper we outline the main tenets of the commognitive approach and we exemplify its application in studies that investigate the learning and teaching of mathematics at university level. Following an overview of such applications, we focus on three studies that explore fundamental discursive shifts often occurring in the early stages of studying Calculus. These shifts concern the lecturers' and students' communicative practices, routines of constructing mathematical objects and ways of resolving commognitive conflicts. We then propose that commognitive constructs such as subjectification can be deployed towards 'scaling-up' the hitherto fine-grained focus of commognitive analyses. Finally, we conclude with observing how the commognitive approach relates to constructs from other sociocultural approaches to research in university mathematics education, such as "legitimate peripheral participation" from the theory of Communities of Practice and "didactic contract" from the Theory of Didactic Situations. © 2014 © 2014 British Society for Research into Learning Mathematics.

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