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  • 1.
    Bergwall, Andreas
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics. Örebro Univ, Örebro, Sweden.
    On a generality framework for proving tasks2015In: PROCEEDINGS OF THE NINTH CONFERENCE OF THE EUROPEAN SOCIETY FOR RESEARCH IN MATHEMATICS EDUCATION (CERME9) / [ed] Krainer, K Vondrova, N, CHARLES UNIV, FAC EDUC , 2015, p. 86-92Conference paper (Refereed)
    Abstract [en]

    In this paper I present an analytic framework for generality in textbook proving tasks that involve functions. The framework is discussed in relation to results obtained when analysing tasks in integral calculus. The results show that the frameworks' categories are easily distinguishable if the functions are explicitly described. The results are also promising regarding the possibility to clarify differences between textbooks. The analysed sections exemplify that there is not necessarily a correlation between the number of general proving tasks and the opportunities for students to engage in reasoning about arbitrary functions. Limitations and possible refinements of the framework are also discussed.

  • 2.
    Knutsson, Malin
    et al.
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics. Örebro universitet, Sweden.
    Hemmi, Kirsti
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Bergwall, Andreas
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics. Örebro universitet, Sweden.
    Ryve, Andreas
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics. Umeå university, Sweden.
    School-based mathematics teacher education in Sweden and Finland: characterizing mentor – prospective teacher discourse2013In: The Eighth Congress of the European Society for Research in Mathematics Education., 2013Conference paper (Refereed)
    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.

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