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  • 1.
    Andrews, Paul
    et al.
    Mälardalens högskola.
    Ryve, Andreas
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.
    Hemmi, Kirsti
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.
    Sayers, J.
    Stockholms universitet, Stockholm, Sweden.
    PISA, TIMSS and Finnish mathematics teaching: an enigma in search of an explanation2014Inngår i: Educational Studies in Mathematics, ISSN 0013-1954, E-ISSN 1573-0816, Vol. 87, nr 1, s. 7-26Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Finnish students' success on all three content domains of each of the four cycles of the OECD's Programme for International Student Assessment (PISA) has created much international interest. It has also prompted Finnish academics to offer systemic explanations typically linked to the structural qualities of Finnish schooling and teacher education. Less well-known has been the modest mathematics performance of Finnish grade 8 students on the two Trends in International Mathematics and Science Study (TIMSS) in which Finland has participated, which, when compared with its PISA successes, has created something of an enigma. In this paper, we attempt to shed light on this enigma through analyses of Finnish mathematics classroom practice that draw on two extant data sets-interviews with Finnish teacher educators and video-recordings of sequences of lessons taught on standard topics. Due to the international interest in Finnish PISA success, the analyses focus primarily on the resonance between classroom practice and the mathematical literacy component of the PISA assessment framework. The analyses indicate that Finnish mathematics didactics are more likely to explain the modest TIMSS achievements than PISA successes and allude to several factors thought to be unique to the Finns, which, unrelated to mathematics teaching practices, may be contributory to the repeated Finnish PISA successes. Some implications for policy-borrowing are discussed. 

  • 2.
    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.
    Catalysts for mathematics teachers’ learning from professional development programmes: a review of 64 journal articles in mathematics educationManuskript (preprint) (Annet vitenskapelig)
    Abstract [en]

    In their review, Goldsmith, Doerr and Lewis (2014) note that research on professional development programmes (PDPs) for mathematics teachers mostly concerns whether a programme has affected the teachers’ practice or student learning, while the teachers’ learning is treated as a black box. In light of this, they call for a ‘… shared body of knowledge about the nature of teachers’ learning and the catalysts that support it’ (p. 25). In this article, we examine and map 64 articles from mathematics education journals with respect to prerequisites for learning. From this mapping, we identify and describe catalysts for teacher learning from PDPs for mathematics teachers. These learning catalysts are then used to characterize two different types PDPs, based on which learning catalysts are used in them. Typical of PDPs targeting increased teacher knowledge is that they: emphasize knowledge of content and teaching and knowledge of content and students; manage this content through cooperation; and promote insight and/or body of knowledge as catalysts for learning. Typical of PDPs targeting changed instruction is that they: emphasize knowledge of content and teaching as well as following strategies by doing/experimenting when establishing it in the classroom as a catalyst for learning. Conclusions and implications are discussed.

  • 3.
    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.
    Towards an organizing frame for mapping teachers' learning in professional development2018Inngår i: Nordic Research in Mathematics Education: Papers of NORMA17 / [ed] Eva Norén, Hanna Palmér, Audrey Cooke, Göteborg, 2018, s. 229-237Konferansepaper (Fagfellevurdert)
    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.

    Fulltekst (pdf)
    fulltext
  • 4.
    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.

  • 5.
    Eriksson, Kimmo
    et al.
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.
    Helenius, Ola
    Univ Gothenburg, Natl Ctr Math Educ, Gothenburg, Sweden..
    Ryve, Andreas
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik. Ostfold Univ Coll, Fac Educ, Halden, Norway..
    Using TIMSS items to evaluate the effectiveness of different instructional practices2019Inngår i: Instructional science, ISSN 0020-4277, E-ISSN 1573-1952, Vol. 47, nr 1, s. 1-18Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Can instructional quality be measured using TIMSS items on how often certain instructional practices are used in the mathematics classroom? We focused on three instructional practices that have been the topics of longstanding debates in the educational literature: memorizing formulas, listening to the teacher, and relating mathematics to daily life. In a multi-level multiple regression analysis, we examined how class-level responses to these items predicted mathematics achievement. In Sweden, across four waves of TIMSS, relating to daily life was a negative predictor of achievement, whereas memorizing formulas and listening to the teacher were positive predictors. This was also the typical pattern of results across all countries participating in two waves of the international TIMSS. Our findings are in line with certain positions on the abovementioned debates. Although conclusions are limited by the correlational nature of the data, we argue that TIMSS is a promising tool for evaluating the effectiveness of different instructional practices. We also suggest several improvements.

  • 6.
    Eriksson, Kimmo
    et al.
    Mälardalens universitet, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik. Institute for Futures Studies, Stockholm, Sweden.
    Lindvall, Jannika
    Mälardalens universitet, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.
    Helenius, O.
    Department of Pedagogical, Curricular and Professional Studies, University of Gothenburg, Göteborg, Sweden.
    Ryve, Andreas
    Mälardalens universitet, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.
    Higher-achieving children are better at estimating the number of books at home: Evidence and implications2022Inngår i: Frontiers in Psychology, E-ISSN 1664-1078, Vol. 13, artikkel-id 1026387Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    The number of books at home is commonly used as a proxy for socioeconomic status in educational studies. While both parents’ and students’ reports of the number of books at home are relatively strong predictors of student achievement, they often disagree with each other. When interpreting findings of analyses that measure socioeconomic status using books at home, it is important to understand how findings may be biased by the imperfect reliability of the data. For example, it was recently suggested that especially low-achieving students tend to underestimate the number of books at home, so that use of such data would lead researchers to overestimate the association between books at home and achievement. Here we take a closer look at how students’ and parents’ reports of the number of books at home relate to literacy among fourth grade students, by analyzing data from more than 250,000 students in 47 countries participating in 2011 PIRLS. Contrary to prior claims, we find more downward bias in estimates of books at home among high-achieving students than among low-achieving students, but unsystematic errors appear to be larger among low-achieving students. This holds within almost every country. It also holds between countries, that is, errors in estimates of books at home are larger in low-achieving countries. This has implications for studies of the association between books at home and achievement: the strength of the association will generally be underestimated, and this problem is exacerbated in low-achieving countries and among low-achieving students. 

  • 7.
    Eriksson, Kimmo
    et al.
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.
    Lindvall, Jannika
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.
    Helenius, O.
    University of Gothenburg, Göteborg, Sweden.
    Ryve, Andreas
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.
    Socioeconomic Status as a Multidimensional Predictor of Student Achievement in 77 Societies2021Inngår i: Frontiers in Education, E-ISSN 2504-284X, Vol. 6, artikkel-id 731634Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    We reassess the relation between students’ socioeconomic status (SES) and their achievement by treating SES as multidimensional instead of unidimensional. We use data from almost 600,000 students in 77 countries participating in the 2018 PISA assessment of student achievement in math, science, and reading. The composite measure of SES that PISA uses can be broken down into six component variables that we here use as simultaneous predictors of achievement. This analysis yields several new insights. First, in the typical society, two predictors (books at home and parents’ highest occupational status) clearly outperform the rest. Second, a new composite measure based only on these two components often reveals substantially larger achievement gaps than those reported by PISA. Third, the analysis revealed remarkable differences between societies in the relation between achievement and wealth possessions. In most societies, the independent effect of wealth possessions on student achievement was zero or even slightly negative—but in the least developed societies it was strongly positive. These findings have implications for how SES achievement gaps should be measured and interpreted. Copyright © 2021 Eriksson, Lindvall, Helenius and Ryve.

  • 8.
    Eriksson, Kimmo
    et al.
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik. Stockholm University, Stockholm, Sweden.
    Lindvall, Jannika
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.
    Helenius, Ola
    Univ Gothenburg, NCM, Gothenburg, Sweden.
    Ryve, Andreas
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.
    Cultural Variation in the Effectiveness of Feedback on Students' Mistakes2020Inngår i: Frontiers in Psychology, E-ISSN 1664-1078, Vol. 10, artikkel-id 3053Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    One of the many things teachers do is to give feedback on their students' work. Feedback pointing out mistakes may be a key to learning, but it may also backfire. We hypothesized that feedback based on students' mistakes may have more positive effects in cultures where teachers have greater authority over students, which we assume to be cultures that are high on power distance and religiosity. To test this hypothesis we analyzed data from 49 countries taking part in the 2015 wave of the TIMSS assessment, in which students in the 4th and 8th grades were asked whether their teachers in mathematics and science told them how to do better when they had made a mistake. For each country we could then estimate the association between the reported use of mistake-based feedback and student achievement. Consistent with our hypothesis, the estimated effect of mistake-based feedback was positive only in certain countries, and these countries tended to be high on power distance and religiosity. These results highlight the importance of cultural values in educational practice.

  • 9.
    Gustafsson, Patrik
    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.
    Developing design principles and task types for classroom response system tasks in mathematics2022Inngår i: International Journal of Mathematical Education in Science and Technology, ISSN 0020-739X, E-ISSN 1464-5211, Vol. 53, nr 11, s. 3044-3065Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This article reports on results from a design research project that implements a formative assessment practice with support from a classroom response system (CRS). Cumulatively building on earlier research and drawing on iteratively generated data from secondary schools in Sweden, the article elaborates on design principles and task types for constructing CRS tasks aimed at generating mathematical classroom discussions. The study generated three design principles, six task types and 31 empirically evaluated tasks useful for developing and using CRS tasks in classroom practices. The results are discussed in relation to earlier research, methodological considerations and the cultural context of Sweden.

  • 10.
    Hemmi, Kirsti
    et al.
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.
    Hoelgaard, Lena
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.
    Ryve, Andreas
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.
    Teaching by the book2014Konferansepaper (Fagfellevurdert)
  • 11.
    Hemmi, Kirsti
    et al.
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.
    Koljonen, Tuula
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.
    Hoelgaard, Lena
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.
    Ahl, Linda
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.
    Ryve, Andreas
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.
    Analyzing mathematics curriculum materials in Sweden and in Finland: Developing an analytical tool2013Inngår i: The Eighth Congress of the European Society for Research in Mathematics Education. Feb 6th - Feb 10th, 2013., Antalya, Turkey, 2013Konferansepaper (Fagfellevurdert)
  • 12.
    Hemmi, Kirsti
    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.
    Effective mathematics teaching in Finnish and Swedish teacher education discourses2015Inngår i: Journal of Mathematics Teacher Education, ISSN 1386-4416, E-ISSN 1573-1820, Vol. 18, nr 6, s. 501-521Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This article explores effective mathematics teaching as constructed in Finnishand Swedish teacher educators’ discourses. Based on interview data from teacher educatorsas well as data from feedback discussions between teacher educators and prospectiveteachers in Sweden and Finland, the analysis shows that several aspects of the recentinternational reform movements are visible in the discourses in both countries. However,the Swedish teacher educators tend to conceptualize effective teaching as interactions withindividual children, building on students’ ideas and emanating mathematics from everydaysituations, while the Finnish teacher educators stress the importance of a clear presentationof mathematics, routines and homework as well as specific goals for every lesson. Theresults of this cross-cultural study cannot be generalized to the two countries but rathershow interesting conceptualizations of effective teaching, adding to international theorybuilding.

  • 13.
    Hemmi, Kirsti
    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.
    The culture of the mathematics classroom during the first school years in Finland and Sweden2014Inngår i: Mathematics and Transition to School - International Perspectives / [ed] B. Perry, A. Gervasoni and A. MacDonald, Singapore: Springer , 2014, s. 185-199Kapittel i bok, del av antologi (Fagfellevurdert)
    Abstract [en]

    This chapter elaborates findings from a longitudinal ongoing cross-cultural study comparing the teacher education and classroom practices in Finland and Sweden. The focus is on the cultural scripts of mathematics instruction during the first school years (ages 6-8). Firstly, we present a description of the contexts of each country concerning primary teacher education and the transition from pre-school to school. We then characterize the dominating conceptualizations of the mathematics classroom practices for the early years in both countries, building on several analyses of different data sources. We focus especially on the intricate balance between flexibly building mathematics on pupils’ ideas of familiar everyday phenomena within a thematic teaching style on the one hand, and on the other, the organization of learning environments strictly based on a predetermined hypothetical learning trajectory (Clements & Sarama, 2007). Finally, we discuss our findings in light of the international literature on early mathematics education and transition from pre-school to school.

  • 14.
    Insulander, E.
    et al.
    Stockholm University, Sweden.
    Brehmer, Daniel
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.
    Ryve, Andreas
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik. Østfold University College, Norway.
    Teacher agency in professional development programmes – A case study of professional development material and collegial discussion2019Inngår i: Learning, Culture and Social Interaction, ISSN 2210-6561, E-ISSN 2210-657X, Vol. 23, artikkel-id 100330Artikkel i tidsskrift (Fagfellevurdert)
    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. ©

  • 15.
    Kaufmann, Odd Tore
    et al.
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation. University college of Östfold, Norway.
    Larsson, Maria
    Mälardalens universitet, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.
    Ryve, Andreas
    Mälardalens universitet, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.
    Teachers’ Error-handling Practices Within and Across Lesson Phases in the Mathematics Classroom2022Inngår i: International Journal of Science and Mathematics Education, ISSN 1571-0068, E-ISSN 1573-1774Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Multiple studies have been conducted regarding teachers’ error-handling practices, and how errors can be treated as opportunities for learning, albeit in the context of whole-class discussions. The aim of the present research is to continue to investigate teachers’ error-handling practices as they occur in different phases of maths lessons: introduction of the task, when students are working alone, and when students are working in pairs and finally, as part of the whole-class discussion. The study included 51 lessons from twelve teachers. A cross-case analysis was made across the individual teacher cases to look for similarities and differences between different teachers’ error-handling practices across the lesson phases in order to create teaching profiles with similar handling of student errors across the lesson phases. Five error-handling teaching profiles were identified; correcting errors throughout all phases, correcting errors during students’ work while few errors are brought up in whole class, correcting errors during students’ work while using a variety of practices in whole class, ignoring errors while using some of them in whole class, and discussing and explaining errors.

    Fulltekst (pdf)
    Kaufmann, Larsson, Ryve 2022
  • 16.
    Kaufmann, Odd Tore
    et al.
    Østfold University College, Faculty of Education, Halden, Norway.
    Ryve, Andreas
    Mälardalens universitet, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik. Østfold University College, Faculty of Education, Halden, Norway;Mälardalen University, Västerås, Sweden.
    Teachers’ framing of students’ difficulties in mathematics learning in collegial discussions2022Inngår i: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 67, nr 7, s. 1069-1085Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This study investigates the diagnostic and prognostic framings of Swedishmathematics teachers regarding the difficulties experienced by studentsin mathematics learning. Collegial discussions among 65 mathematicsteachers in nine collegial groups were videotaped during a professionaldevelopment (PD) program entitled Boost for Mathematics for analysis.The results show that the diagnostic framings of the teachers weremainly attributed to the cognitive abilities of students, whereas theprognostic framings were mainly related to lesson organization suchthat students should collaborate. While the teachers emphasizecollaborate group work, they put little emphasis on how they could actin these learning situations. These results contribute to theunderstanding of Swedish mathematics teachers’ framing of students’difficulties in mathematics learning and to the role of collegialdiscussions in PD initiatives.

  • 17.
    Kirsten, Nils
    et al.
    Mälardalens universitet, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik. Department of Education, Uppsala University, Uppsala, Sweden.
    Lindvall, Jannika
    Mälardalens universitet, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.
    Ryve, Andreas
    Mälardalens universitet, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.
    Gustafsson, Jan-Eric
    Institutionen för pedagogik och specialpedagogik, Göteborgs universitet, Sweden.
    How effective is the professional development in which teachers typically participate?: Quasi-experimental analyses of effects on student achievement based on TIMSS 2003–20192023Inngår i: Teaching and Teacher Education: An International Journal of Research and Studies, ISSN 0742-051X, E-ISSN 1879-2480, Vol. 132, artikkel-id 104242Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This study examines the effect of teachers’ participation in mathematics and science professional development (PD) on student achievement in nationally representative settings. We use data from all OECD countries in the 2003 through 2019 cycles of the Trends in International Mathematics and Science Study (TIMSS) and apply student fixed effects to control for unobserved student characteristics and school quality. We find a small negative average effect of PD participation, with negative effects concentrated among high-performing students. We discuss potential explanations of these results and suggest ways PD studies may inform the PD in which teachers typically participate.

    Fulltekst (pdf)
    fulltext
  • 18.
    Knutsson, Malin
    et al.
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik. Örebro universitet, Sweden.
    Hemmi, Kirsti
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.
    Bergwall, Andreas
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik. Örebro universitet, Sweden.
    Ryve, Andreas
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik. Umeå university, Sweden.
    School-based mathematics teacher education in Sweden and Finland: characterizing mentor – prospective teacher discourse2013Inngår i: The Eighth Congress of the European Society for Research in Mathematics Education., 2013Konferansepaper (Fagfellevurdert)
    Abstract [en]

    Despite many similarities between the neighbouring countries Sweden and Finland,prior studies indicate that conceptualizations and discourses about school-basedteacher education are very different. In this paper we add to this picture ofdifferences, and contribute to the research discourse about school-based teachereducation, by identifying and characterizing aspects of mathematics teaching maderelevant in review meetings between mentors and prospective primary teachers.While the Swedish discourse typically focuses on the students’ individual work withtextbooks, connections to everyday experiences and teaching as individualsupervision, the Finnish discourse emphasizes lesson aims, learning and progressionin mathematics through formative assessment and differentiation according to pupils’ abilities.

  • 19.
    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.

  • 20.
    Larsson, Maria
    et al.
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation.
    Ryve, Andreas
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation.
    Balancing on the edge of competency-oriented versus procedural-oriented practices: orchestrating whole-class discussions of complex mathematical problems2012Inngår i: Mathematics Education Research Journal, ISSN 1033-2170, E-ISSN 2211-050X, Vol. 24, nr 4, s. 447-465Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Establishing and maintaining key mathematical practices in wholeclass discussions, such as justifying claims, representing mathematical objects and making connections between the representations, is crucial to the development of students' mathematical competencies. The aim of this article is to investigate how and why the establishment of key mathematical practices in whole-class discussions varies in a teaching mathematics through problemsolving project. Analyses of transcribed video-recorded whole-class discussions result in the suggestion that the complexity of the mathematical problem itself as well as the complexity related to teaching the problem may contribute to more procedure-oriented practices instead of competency-oriented practices that create opportunities for the students to develop their mathematical competencies on a broad front. However, the results also suggest that the teaching of complex mathematical problems might develop the teacher's establishment and maintenance of key mathematical practices. Researchers initiating an intervention project hence have to consider both the students' and the teacher's learning trajectories, which might not always coincide. Other important aspects for the researcher to consider are discussed and pointed out as important areas for future research, such as how explicit introduction of appropriate frameworks may support teachers in learning to teach mathematics through problem solving.

  • 21.
    Larsson, Maria
    et al.
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation.
    Ryve, Andreas
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation.
    EFFECTIVE TEACHING THROUGH PROBLEM-SOLVING BY SEQUENCING AND CONNECTING STUDENT SOLUTIONS2011Inngår i: Proceedings of NORMA11: The sixth Nordic conference on mathematics education in Reykjavik, May 11-14 2011 / [ed] G. H. Gunnarsdóttir, F. Hreinsdóttir, G. Pálsdóttir, M. Hannula, M. Hannula-Sormunen, E. Jablonka, U. T. Jankvist, A. Ryve, P. Valero, & K. Waege, Reykjavik: University of Iceland Press , 2011, s. 425-434Konferansepaper (Fagfellevurdert)
    Abstract [en]

    How can researchers support teachers in the complexity of orchestrating productive mathematical whole-class discussions based on students’ solutions to challenging problems? This study has two aims: Firstly, to study how the teacher can select, sequence and connect different student solutions in order to effectively orchestrate mathematical whole-class discussions. Secondly, to critically reflect on the role of the researchers in this intervention project. Analyses of audio recorded interviews and video recorded whole-class discussions result in suggestions for how student solutions can be sequenced in this particular case to set the scene for connecting them with each other and with key mathematical ideas. We further critically reflect on how we as researchers can improve our work in supporting practicing teachers.

    Fulltekst (pdf)
    NORMA 2011 Larsson Ryve
  • 22.
    Lindvall, Jannika
    et al.
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.
    Helenius, Ola
    Göteborgs Universitet, Sweden.
    Eriksson, Kimmo
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik. Stockholm Univ, Ctr Cultural Evolut, Stockholm, Sweden.
    Ryve, Andreas
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik. Ostfold Univ Coll, Fac Educ, Halden, Norway.
    Impact and Design of a National-scale Professional Development Program for Mathematics Teachers2022Inngår i: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 66, nr 5, s. 744-759Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    By examining the effects of a national-scale teacher professional development (PD) program on instructional practices and student mathematics achievement, we contribute to calls for empirical studies investigating the impacts of such programs conducted at scale. The program corresponds well with core critical features of high-quality teacher PD and mathematics instruction identified in the literature, and the results indicate that it has had a small but statistical significant impact on teachers’ instructional practices. However, no effect was found for student achievement. These results raise questions as to the importance of the critical features and how programs incorporating all of them affect instructional practices and student achievement.

  • 23.
    Lindvall, Jannika
    et al.
    Mälardalens universitet, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.
    Kirsten, Nils
    Stockholm University, Sweden.
    Eriksson, Kimmo
    Mälardalens universitet, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik. Centre for Cultural Evolution, Stockholm University, Stockholm, Sweden.
    Brehmer, Daniel
    Mälardalens universitet, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.
    Ryve, Andreas
    Mälardalens universitet, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik. Faculty of Education, Östfold University College, Halden, Norway.
    Does the duration of professional development programs influence effects on instruction?: An analysis of 174 lessons during a national-scale program2023Inngår i: European Journal of Teacher Education, ISSN 0261-9768, E-ISSN 1469-5928Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    We examine the effects of a year-long national-scale professional development (PD) program on mathematics instructional quality. In contrast to previous studies examining the effects of this program on instruction by comparing before and after participation or participants and non-participants, we examine whether instructional quality changed during the program. More specifically, we conduct an analysis of 174 video-recorded mathematics lessons given by 52 teachers during their year of participation. Contrary to previous studies, the results demonstrate that the instructional quality did not improve over the course of the PD. We suggest that the explanations for the diverging results concern how, when, and to what extent instructional quality changes in PD programs. Specifically, we discuss how the explanations may illuminate the significance of PD duration for PD effects, and how these effects may be mediated by features concerning the PD content and the scale at which the program is implemented.

  • 24.
    Lindvall, Jannika
    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.
    Characteristics and Impacts of Two Large-Scale PD Programs: Elaborating on Core Critical Features of Teacher PD – Structural Dimension2019Inngår i: MaSDIV final conference Educating the Educators III, International Conference on Approaches to Scaling-up Professional Development in Maths and Science Education: Conference Book, 2019, s. 36-37Konferansepaper (Fagfellevurdert)
  • 25.
    Lindvall, Jannika
    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.
    Coherence and the Positioning of Teachers in Professional Development Programs: A Systematic Review2019Inngår i: Educational Research Review, ISSN 1747-938X, Vol. 27, s. 140-154Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Lately, scholars have argued that there is a consensus on a number of critical features of effective teacher professional development (PD). This study presents the results of a systematic review of one of these features: coherence. The analysis and synthesis of 95 papers show that coherence in PD is conceptualized in various ways, and thus that the aforementioned consensus can be questioned. For example, should PD (1) be coherent with external factors, such as standards and assessments; (2) be internally coherent, for example that activities within PD programs should be aligned; or (3) create coherence between goals that are either predetermined or negotiated together with teachers? The different conceptualizations of coherence all implicate how teachers are positioned in relation to PD programs and, in the light of our results, we argue that teachers are primarily seen as implementers expected to align their instruction with external and predetermined goals and practices. 

  • 26.
    Matta, C.
    et al.
    Linneaus University, Växjö, Sweden.
    Lindvall, Jannika
    Mälardalens universitet, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.
    Ryve, Andreas
    Mälardalens universitet, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik. Östfold University College, Halden, Halden, Norwa.
    The Mechanistic Rewards of Data and Theory Integration for Theory-Based Evaluation2023Inngår i: American Journal of Evaluation, ISSN 1098-2140, E-ISSN 1557-0878Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    In this article, we discuss the methodological implications of data and theory integration for Theory-Based Evaluation (TBE). TBE is a family of approaches to program evaluation that use program theories as instruments to answer questions about whether, how, and why a program works. Some of the groundwork about TBE has expressed the idea that a proper program theory should specify the intervening mechanisms underlying the program outcome. In the present article, we discuss in what way data and theory integration can help evaluators in constructing and refining mechanistic program theories. The paper argues that a mechanism is both a network of entities and activities and a network of counterfactual relations. Furthermore, we argue that although data integration typically provides information about different parts of a program, it is the integration of theory that provides the most important mechanistic insights.

  • 27.
    Matta, Corrado
    et al.
    Linnaeus University, Växjö, Sweden .
    Kaufmann, Odd Tore
    Østfold University College, Faculty of Education, Halden, Norway .
    Ryve, Andreas
    Mälardalens universitet, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik. Østfold University College, Faculty of Education, Halden, Norway.
    Automatized visualization methods forthe qualitative analysis of teachers'collegial discussions2022Inngår i: New Trends in Qualitative Research, ISSN 2184-7770, Vol. 11, artikkel-id e530Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    In this paper, we discuss a set of procedures for the visualization of conversation data, based on machine learning and text mining algorithms. The methodological function of these visualization methods is to support (rather than substitute) humanistic and interpretive qualitative data analysis. The context of our methodological discussion is the study of teachers’ learning communities. Enabling collegial learning among teachers has been argued to play a pivotal role in both teachers’ professional development and students’ learning. The problem is that the interpretive study of collegial discussions among teachers, which are typically considered a fruitful context for the study of teachers' collegial learning, is both time-consuming and cognitively demanding. Several scholars have discussed the potential of including machine learning and text mining in the toolbox of qualitative data analysis as a way to analyze large qualitative data sets and solve the time demand problem. However, the literature discussing the use of machine learning and text mining for qualitative research typically conceives the algorithms as substitutes for the work of the researcher. These automatized approaches are introduced to categorize the data, substituting the researcher in the analysis process. In contrast, we discuss the potential rewards of using automatized methods to support the analysis of teachers’ collegial discussions. We introduce a set of visualization procedures based on semi-supervised topic modeling and supervised classification algorithms and discuss how these visualizations can provide additional elements useful for the analysis of collegial discussions. Whereas these visualizations do not substitute interpretive analysis, we argue that they can support researchers’ interpretations by reducing data, identifying patterns of interactions, and possibly, visualizing group-level learning.

  • 28.
    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.

  • 29.
    Neuman (Lindvall), Jannika
    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.
    Ryve, Andreas
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik. Umeå University, Sweden.
    Wiberg, Maria
    Umeå University, Sweden.
    MATHEMATICS TEXTBOOKS’ IMPACT ON CLASSROOM INSTRUCTION: EXAMINING THE VIEWS OF 278 SWEDISH TEACHERS2015Inngår i: Studies in Subject Didactics 10. Nordic Research in Mathematics Education - Proceedings of NORMA14, 2015, s. 215-225Konferansepaper (Fagfellevurdert)
    Abstract [en]

    For mathematics teachers to achieve an instruction where students have the opportunity to develop different mathematical competencies is difficult without access to adequate support. The most commonly used supportive tools are by far mathematics textbooks. However, in Sweden, there is very little research available on the characteristics of these materials. In this paper we aim to examine the relationship between teachers’ (K–6) perceived support from the curriculum materials and their mathematics instruction, looking for patterns associated with commonly used textbooks. Our analysis of teachers’ responses to a questionnaire (n=278) showed major differences regarding perceived support for teachers using different textbooks. This pattern was also evident when the teachers were to report about their mathematics instruction.

  • 30.
    Nilsson, Per
    et al.
    Linnaeus University, Växjö, Sweden.
    Ryve, Andreas
    Stockholm University, Stockholm, Sweden; University of Oxford, Oxford, UK.
    Focal event, Contextualization, and Effective Communication in the Mathematics Classroom2010Inngår i: Educational Studies in Mathematics, ISSN 0013-1954, E-ISSN 1573-0816, Vol. 74, nr 3, s. 241-258Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    The aim of this article is to develop analytical tools for studying mathematical communication in collaborative activities. The theoretical construct of contextualization is elaborated methodologically in order to study diversity in individual thinking in relation to effective communication. The construct of contextualization highlights issues of diversity in collaborative activities as it emphasizes how students may struggle differently with a learning activity. The interaction of students (12 to 13 years old), playing a specifically designed dice game, is used as an example for illustration. The article shows how accounting for the focal events of the interlocutors, and the contexts in which they contextualize these events, help in organizing our thinking about mathematically effective communication in collaborative activities.

  • 31.
    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.

  • 32.
    Nilsson, Per
    et al.
    Orebro Univ, Sch Sci & Technol, Orebro, Sweden..
    Ryve, Andreas
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.
    Larsson, Maria
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.
    Characterizing theories aimed at supporting teachers' mathematical classroom practices2017Inngår i: PROCEEDINGS OF THE TENTH CONGRESS OF THE EUROPEAN SOCIETY FOR RESEARCH IN MATHEMATICS EDUCATION (CERME10) / [ed] Dooley, T Gueudet, G, DUBLIN CITY UNIV GLASNEVIN CAMPUS, INST EDUCATION , 2017, s. 3865-3872Konferansepaper (Fagfellevurdert)
    Abstract [en]

    In this paper we draw upon examples from a recently published systematic literature review (Ryve et al., 2015) on productive classroom practice to contribute to the research on the nature of theories for action in mathematics education. By relating the results from the review to theories and literature on educational policy research, professional development research and implementation research we construct a framework for categorizing theories aiming at supporting teachers' actions in mathematical classroom practices.

  • 33.
    Ryve, Andreas
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation.
    Analyzing mathematical classroom discourse: Initiating elaborations on the usefulness of the dialogical approach2008Inngår i: Nomad, ISSN 1104-2176, Vol. 13, nr 3, s. 7-29Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    The dialogical approach has been introduced for studying mathematical classroom discourse in a growing body of studies conducted by researchers from the Nordic countries. However, since it is developed for analyzing human action, communication, and cognition in general, it is important to explicitly discuss how it could be developed and complemented for serving the purposes of mathematics education research. In this article I initiate such a discussion by drawing on theoretical analysis as well as my own experiences of using the dialogical approach. By relating it to a framework of criteria for research in mathematics education it is shown that the dialogical approach could be a useful tool for fulfilling several aspects of relevance for mathematics education research. The article concludes by suggesting further aspects that need to be discussed and elaborated on in the project of making it even more useful for understanding mathematical teaching and learning.

  • 34.
    Ryve, Andreas
    Mälardalens högskola, Institutionen för matematik och fysik.
    Approaching Mathematical Discourse: Two analytical frameworks and their relation to problem solving interactions2006Doktoravhandling, med artikler (Annet vitenskapelig)
    Abstract [en]

    The driving force of conducting the two studies presented in this thesis is to examine ways that conceptual understanding and problem solving could be part of mathematics teaching, and through that, part of students' mathematical knowledge. The specific aims of the thesis are: 1) to characterize the classroom discourse of two, apparently similar, problem solving courses in teacher education and 2) to discuss the possibilities of developing two analytical approaches - the communicational approach to cognition and the dialogical approach - used for studying mathematical discourse. The two aims are elaborated on by means of data collected through audiotaped recordings and field notes from observations of problem-solving activities in engineering and teacher education. In relation to the first aim, the analysis of the classroom discourse within the two courses makes it clear that both courses displayed different kinds of discourse that could be broadly categorized in terms of: subject-oriented, didactically oriented, and problem solving oriented discourses. However, the comparisons between the two courses reveal a marked difference in the distribution of these categories of discourse. It is suggested that the introduction of explicit conceptual frameworks in teaching is of crucial importance for the topical focus of the classroom discourse, and for prospective teachers' opportunity to engage in mathematical productive discourse. The analyses of the two approaches for studying mathematical discourse reveal that the two frameworks can be further developed and the study also indicates ways in which such development can be achieved using a theory of contextualization and theories of mathematical learning. Finally, the thesis discusses theoretical and practical implications of the results, foregrounding issues of importance for the research on mathematical discourse, and for teachers and teacher educators involved in designing instructions for mathematical problem solving.

    Fulltekst (pdf)
    FULLTEXT01
  • 35.
    Ryve, Andreas
    Mälardalens högskola, Institutionen för matematik och fysik.
    Can collaborative concept mapping create mathematically productive discoursesManuskript (Annet vitenskapelig)
  • 36.
    Ryve, Andreas
    Mälardalens högskola, Institutionen för matematik och fysik.
    Can collaborative concept mapping create mathematically productive discourses?2004Inngår i: Educational Studies in Mathematics, ISSN 0013-1954, Vol. 56, nr 2-3, s. 157-177Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Four groups (three engineering students in each group) were videotaped while constructing concept maps in Linear Algebra. There are two aims of this study. The first is to characterize the discourse in the groups by addressing the following research questions: Do the students communicate in an effective way? Do the students' communications contain the elements typical for a mathematically productive discourse? The analysis indicates that the communication among the students is effective and contains the elements that are characteristic for a mathematicallyproductive interaction. The two types of methods used to analyze the data were focal and preoccupational analysis. The mathematical content and the coherence of the conversations were examined through focal analysis. The participants' engagement in the discourse was examined by preoccupational analysis, carried out by means of interactive flowchart. The second aim of this study is to evaluate the newly developed methodological framework used to characterize the discourses. The study shows that several aspects of the methodological framework need to be developed.

  • 37.
    Ryve, Andreas
    Mälardalens högskola, Institutionen för matematik och fysik.
    Collaborative concept mapping in linear algebra2005Licentiatavhandling, med artikler (Annet vitenskapelig)
  • 38.
    Ryve, Andreas
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation.
    Discourse research in mathematics education: A critical evaluation of 108 journal articles2011Inngår i: Journal for Research in Mathematics Education, ISSN 0021-8251, E-ISSN 1945-2306, Vol. 42, nr 2, s. 167-198Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    There has been an increased engagement in studying discourse in the field of mathematics education. But what exactly is a discourse, and how do researchers go about analyzing discourses? This study examines 108 articles from 6 international journals in mathematics education by asking questions such as: In which traditions and in relation to which kinds of epistemological assumptions are the articles situated? How is the concept of discourse used and defined? How are mathematical aspects of the discourse accentuated? The results of this study show that a variety of conceptualizations are used for analyzing discourses but also that many articles would benefit from strengthening those conceptualizations by explicitly defining the concept of discourse, situating the article in relation to epistemological assumptions, and relating the work to other discourse studies in mathematics education.

  • 39.
    Ryve, Andreas
    Mälardalens högskola, Institutionen för matematik och fysik.
    Making explicit the analysis of students' mathematical discourses: Revisiting a newly developed methodological framework2006Inngår i: Educational Studies in Mathematics, ISSN 0013-1954, E-ISSN 1573-0816, Vol. 62, nr 2, s. 191-209Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Sfard and Kieran [Kieran, C., Educational Studies in Mathematics 46, 2001, 187-228; Sfard, A., Educational Studies in Mathematics 46, 2001, 13-57; Sfard, A. and Kieran, C., Mind, Culture, and Activity 8, 2001, 42-76] have developed a methodological framework, which aims at characterizing the students' mathematical discourses while they are working in groups. In this study, I focus on an important aspect of this methodological framework, namely the interactive flowcharts. The aim of this study is to suggest two complementary analyses for the construction of the interactive flowcharts: an additional analysis by means of the analytical construct of contextualization as well as an analysis of types ofmathematical discourses. Based on data from a study of how four groups of Swedish engineering students collaboratively construct concept maps in linear algebra. I show that the two complementary analyses make the construction of the interactive flowcharts more coherent and transparent, and hence, more reliable. Furthermore, the two complementary analyses dramatically changed the picture as to whether the studied discourseswere to be seen as mathematically productive or not. In the end of the article, I discuss the possibilities of performing the suggested additionalanalyses within the original methodological framework.

  • 40.
    Ryve, Andreas
    Mälardalens högskola, Institutionen för matematik och fysik.
    Making explicit the construction of interactive flowcharts by means of intentional analysisManuskript (Annet vitenskapelig)
  • 41.
    Ryve, Andreas
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation.
    Matematikutbildning i Sverige och Finland: Att förstå och förbättra klassrumsundervisning2012Inngår i: Resultatdialog 2012, Stockholm: Vetenskapsrådet , 2012, s. 148-152Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 42.
    Ryve, Andreas
    Mälardalens högskola, Institutionen för matematik och fysik.
    Vad är kunskap i matematik [What is mathematical knowledge]?2006Inngår i: Nämnaren, Vol. 33, nr 2, s. 7-9Artikkel i tidsskrift (Annet (populærvitenskap, debatt, mm))
  • 43.
    Ryve, Andreas
    Mälardalens högskola, Institutionen för matematik och fysik.
    What is actually discussed in problem solving courses for prospecitve teachers2007Inngår i: Journal of Mathematics Teacher Education, ISSN 1386-4416, E-ISSN 1573-1820, Vol. 10, nr 1, s. 41-63Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    The aim of this study is to characterize the discourse of two problem-solving courses for prospective teachers. The data, consisting of audio recordings and field notes, were examined from a dialogical approach combined with the theory of contextualization. I show not only the substantial differences between the two classroom discourses but also elaborate on plausible reasons for the divergency found. The findings then serve as a basis for a discussion of how to develop a problem-solving course within the mathematics teacher program.

  • 44.
    Ryve, Andreas
    et al.
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik. Ostfold Univ Coll, Halden, Norway.
    Hemmi, Kirsti
    Abo Akad Univ, Turku, Finland; Uppsala Univ, Uppsala, Sweden.
    Educational policy to improve mathematics instruction at scale: Conceptualizing contextual factors2019Inngår i: Educational Studies in Mathematics, ISSN 0013-1954, E-ISSN 1573-0816, Vol. 102, nr 3, s. 379-394Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Theories for conceptualizing educational policies aimed at improving classroom instruction at scale are under development in the educational sciences. In using such theories, it is essential to note the specific educational context. In this article, we conceptualize the role of contextual factors when operationalizing Cobb and Jackson (2012)[Journal of the Learning Sciences] in the Swedish context. Drawing on data and results from a large-scale project carried out during 20122017, studies of Swedish educational contexts, and international research, we conceptualize contextual factors for large-scale projects. Besides rather obvious explicit contextual factors such as ongoing policies and practices, we elaborate on how the underlying, more implicit contextual factors of (1) the positioning of teachers within the educational system, (2) the positioning of teachers within the classroom, and (3) traditions of visible and invisible pedagogy affected the establishment of policy in the Swedish context. Insight into these factors deepens earlier frameworks of context, and helps not only to operationalize of the policy within the context but also in making explicit hidden features of a cultural context that are important to influence if the aim of the educational policy is to reorganize school practices.

  • 45.
    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

  • 46.
    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.

  • 47.
    Ryve, Andreas
    et al.
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation.
    Nilsson, Per
    Linnaeus Univ.
    Mason, John
    Open Univ, Milton Keynes.
    Establishing mathematics for teaching within classroom interactions in teacher education2012Inngår i: Educational Studies in Mathematics, ISSN 0013-1954, E-ISSN 1573-0816, Vol. 81, nr 1, s. 1-14Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Teacher educators’ processes of establishing ‘mathematics for teaching’ in teacher education programs have been recognized as an important area for further research. In this study we examine how two teacher educators establish and make explicit features of mathematics for teaching within classroom interactions. The study shows how the establishment of mathematics for teaching is dependent on the use of keywords from the mathematics education domain, the introduction of variation, and the use of generic communicative strategies. As such, the study could be seen as a contribution to ongoing research on how mathematics teacher educators interactively deal with mathematics for teaching.

    Fulltekst (pdf)
    fulltext
  • 48.
    Ryve, Andreas
    et al.
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.
    Nilsson, Per
    Linnéuniversitetet.
    Pettersson, Kerstin
    Stockholms universitet.
    Analyzing effective communication in mathematics group work: the role of visual mediators and technical terms.2013Inngår i: Educational Studies in Mathematics, ISSN 0013-1954, E-ISSN 1573-0816, Vol. 82, nr 3, s. 497-514Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Analyzing and designing productive group work and effective communication constitute ongoing research interests in mathematics education. In this article we contribute to this research by using and developing a newly introduced analytical approach for examining effective communication within group work in mathematics education. By using data from 12-13-year old students playing a dice game as well as from a group of university students working with a proof by induction, the article shows how the link between visual mediators and technical terms are crucial in students’ attempts to communicate effectively. The critical evaluation of visual mediators and technical terms, and of links between them, is useful for researchers interested in analyzing effective communication and designing environments providing opportunities for students to learn mathematics.

    Fulltekst (pdf)
    Ryve, Nilsson, Pettersson Educational Studies in Mathematics 2012
  • 49.
    Ryve, Andreas
    et al.
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.
    Tenser, Manuel
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.
    Gustafsson, Patrik
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.
    Gavel, Hillevi
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.
    Blomqvist, Fredrik
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.
    Rik matematik: FkA - Lärarhandledning2021 (oppl. 1)Bok (Annet (populærvitenskap, debatt, mm))
    Abstract [sv]

    Lärarhandledning till läromedel i matematik för förskoleklass.

  • 50.
    Ryve, Andreas
    et al.
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.
    Tenser, Manuel
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.
    Gustafsson, Patrik
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.
    Lindvall, Jannika
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.
    Gavel, Hillevi
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.
    Blomqvist, Fredrik
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.
    Rik matematik: 1A - Lärarhandledning2021 (oppl. 1)Bok (Annet (populærvitenskap, debatt, mm))
    Abstract [sv]

    Lärarhandledning till läromedel i matematik för årskurs 1

12 1 - 50 of 57
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