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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.
    Desoete, Annemie
    et al.
    Ghent University.
    Valcke, Martin
    Ghent University.
    Van Steenbrugge, Hendrik
    Ghent University.
    Burny, Elise
    Ghent University.
    Problemen in rekenen-wiskunde2010Inngår i: Onderwijskunde als ontwerpwetenschap.: Een inleiding voor ontwikkelaars van instructie en voor toekomstige leerkrachten / [ed] Martin Valcke, Ghent: Academia Press , 2010, s. 638-691Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 3.
    Krzywacki, Heidi
    et al.
    Helsinki University, Finland.
    Hemmi, Kirsti
    Åbo Akademi, Finland.
    Remillard, Janine
    University of Pennsylvania, USA.
    Van Steenbrugge, Hendrik
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.
    Finnish primary teachers' interaction with curriculum materials: Digitalisation as an augmenting element2018Inngår i: Proceedings of the 42nd Conference of the International Group for the Psychology of Mathematics Education (Vol. 1) / [ed] Bergqvist, E., Österholm, M., Granberg, C., & Sumpter, L., 2018, s. 259-266Konferansepaper (Fagfellevurdert)
    Abstract [en]

    This paper investigates how Finnish primary teachers talk about their interaction with curriculum materials, especially the additional facilities that digitalisation and technology provide to mathematics education. Digital curriculum materials are seen as part of available resources for teaching and learning mathematics. The data of this qualitative study consists of semi-structured interviews with seven primary teachers. Six thematic categories emerge in the data illustrating the elements that teachers consider crucial in evaluating and using the curriculum resources. The Finnish teachers prove to be critical and strategic consumers who understand the potential of the digital curriculum materials but make decisions about the use primarily in terms of enhancing student learning. 

  • 4.
    Norqvist, Mathias
    et al.
    Umeå University, Sweden.
    Van Steenbrugge, Hendrik
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.
    Students' reasoning in the classroom: A method for analysis2018Inngår i: PME, 2018Konferansepaper (Fagfellevurdert)
  • 5.
    Remillard, Janine
    et al.
    University of Pennsylvania.
    Van Steenbrugge, Hendrik
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.
    Machalow, Rowan
    University of Pennsylvania.
    Koljonen, Tuula
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.
    Hemmi, Kirsti
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik. Åbo Akademi.
    Krzywacki, Heidi
    Helsinki University.
    Examining Elementary Teachers’ Use of Digital Instructional Resources: A Cross-Cultural Study2018Inngår i: PROCEEDINGS of the Fifth ERME TOPIC CONFERENCE (ETC 5) on Mathematics Education in the Digital Age (MEDA) / [ed] Hans-Georg Weigand, Alison Clark-Wilson, Ana Donevska-Todorova, Eleonora Faggiano, Niels Grønbæk and Jana Trgalova, 2018, s. 201-208Konferansepaper (Fagfellevurdert)
  • 6.
    Van Steenbrugge, Hendrik
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.
    Description of resource use of a Flanders teacher2018Konferansepaper (Fagfellevurdert)
  • 7.
    Van Steenbrugge, Hendrik
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.
    From author-intended to written to teacher-intended lesson in Sweden2017Konferansepaper (Fagfellevurdert)
  • 8.
    Van Steenbrugge, Hendrik
    Ghent University.
    Teaching fractions in elementary school2012Doktoravhandling, med artikler (Annet vitenskapelig)
  • 9.
    Van Steenbrugge, Hendrik
    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.
    Insulander, Eva
    Stockholm University, Sweden.
    Ryve, Andreas
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.
    Curriculum support for teachers' negotiation of meaning: a collective perspective2018Inngår i: Research on Mathematics Textbooks and Teachers’ Resources: Advances and issues. / [ed] Fan L., Trouche L., Qi C., Rezat S., Visnovska J., Springer Publishing Company, 2018, s. 167-191Kapittel i bok, del av antologi (Fagfellevurdert)
    Abstract [en]

    Acknowledging the central role of teachers in curriculum implementation, a growing body of research has analyzed how curriculum resources can support teachers to learn using these resources well. This has been done mainly with a focus on individual teachers’ learning. Teachers’ daily work encompasses many collaborative aspects around curriculum resources as well, an area too often overlooked. We address this issue by describing and discussing our initial steps in developing an approach to analyze curriculum resources from this collective perspective. The approach combines a social semiotic framework to analyze the meaning potential of curriculum resources and the communities of practice framework to analyze a group of teachers’ negotiation of meaning around these resources.

  • 10.
    Van Steenbrugge, Hendrik
    et al.
    Umeå University, Sweden.
    Lesage, Ellen
    Ghent University, Belgium.
    Valcke, Martin
    Ghent University, Belgium.
    Desoete, Annemie
    Ghent University, Belgium.
    Preservice elementary school teachers' knowledge of fractions: a mirror of students' knowledge?2014Inngår i: Journal of Curriculum Studies, ISSN 0022-0272, E-ISSN 1366-5839, Vol. 46, nr 1, s. 138-161Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This research analyses preservice teachers' knowledge of fractions. Fractions are notoriously difficult for students to learn and for teachers to teach. Previous studies suggest that student learning of fractions may be limited by teacher understanding of fractions. If so, teacher education has a key role in solving the problem. We first reviewed literature regarding students' knowledge of fractions. We did so because assessments of required content knowledge for teaching require review of the students' understanding to determine the mathematics difficulties encountered by students. The preservice teachers were tested on their conceptual and procedural knowledge of fractions, and on their ability in explaining the rationale for a procedure or the conceptual meaning. The results revealed that preservice teachers' knowledge of fractions indeed is limited and that last-year preservice teachers did not perform better than first-year preservice teachers. This research is situated within the broader domain of mathematical knowledge for teaching and suggests ways to improve instruction and student learning.

  • 11.
    Van Steenbrugge, Hendrik
    et al.
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.
    Remillard, Janine
    University of Pennsylvania.
    Krzywacki, Heidi
    Helsinki University.
    Hemmi, Kirsti
    Åbo Akademi.
    Koljonen, Tuula
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.
    Machalow, Rowan
    University of Pennsylvania.
    Understanding teachers’ use of instructional resources from a crosscultural perspective: the cases of Sweden and Flanders2018Inngår i: Proceedings of the Re(s)sources 2018 International Conference / [ed] Verônica Gitirana, Takeshi Miyakawa, Maryna Rafalska, Sophie Soury-Lavergne, Luc Trouche, 2018, s. 117-121Konferansepaper (Fagfellevurdert)
  • 12.
    Van Steenbrugge, Hendrik
    et al.
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.
    Remillard, Janine T.
    University of Pennsylvania, USA.
    Verschaffel, Lieven
    Katholieke Universiteit Leuven, Belgium.
    Valcke, Martin
    Ghent University, Belgium.
    Desoete, Annemie
    Ghent University, Belgium.
    Teaching fractions in elementary school: An observational study2015Inngår i: The Elementary school journal, ISSN 0013-5984, E-ISSN 1554-8279, Vol. 116, nr 1, s. 49-75Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This research analyzed how fractions are taught in the fourth grade of elementary school in Flanders. Analysis centered on the presence of five features of instruction recommended by research on teaching and learning fractions (i.e., multiple solution pathways, linking representations, estimation and justification of the solution, collaboration, embedment in a realistic context). Our sample consisted of 88 instructional episodes that were selected out of 24 videotaped lessons and the corresponding lessons in the teacher’s guide. Analysis related to instruction as described in the teacher’s guide, instruction during the whole group phase of teaching, and instruction during the individual practice phase of teaching. The study revealed (1) that the observed lessons reflected to a limited extend the recommended instructional features and (2) factors that contributed to a departure from these recommendations. This research is situated in the domain of teaching and learning fractions and within the broader domain of curriculum implementation.

  • 13.
    Van Steenbrugge, Hendrik
    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 a reform mathematics curriculum program in Sweden: relating international research and the local context2018Inngår i: ZDM - the International Journal on Mathematics Education, ISSN 1863-9690, E-ISSN 1863-9704, Vol. 50, nr 5, s. 801-812Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This paper reports on a research-based mathematics curriculum program development project in Sweden, whose educational context is currently characterized by multiple reform initiatives. Current reforms include a repositioning of the teacher as central for students’ learning, but also a trend toward initiatives and teacher resources that are more directive than has been the case in the past 30 years. Collecting data from multiple sources, such as teacher log books, lesson observations and feedback meetings, we build on input from 11 elementary school teachers trying out our materials, including student texts and a teachers’ guide, during four trial rounds. We analyze how international research about curriculum programs and teachers’ use of these programs are interpreted and operationalized within the Swedish context. In particular, the two research questions guiding the study are: (1) “How do Swedish teachers interact with and reason about the reform-based classroom practices promoted by the curriculum program?” and (2) “How do Swedish teachers interact with and reason about their use of a teachers’ guide?” From our experiences in the Swedish educational context, we suggest the following contextual aspects to take into account when designing a curriculum program whose design is grounded in international research literature: characteristics of current classroom practices, teachers’ role in classrooms, the level of explicit/implicit support teachers are used to receiving, and teachers’ experiences using a teachers’ guide.

  • 14.
    Van Steenbrugge, Hendrik
    et al.
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation.
    Valcke, Martin
    Desoete, Annemie
    Doen wiskundemethoden er toe?2010Inngår i: Logopedie, ISSN 1370-706X, Vol. 23, nr 4, s. 26-36Artikkel i tidsskrift (Fagfellevurdert)
  • 15.
    Van Steenbrugge, Hendrik
    et al.
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation.
    Valcke, Martin
    Desoete, Annemie
    Mathematics learning difficulties: an analysis of primary school teachers’ perceptions2009Inngår i: Nordic research in mathematics education: Proceedings from NORMA08 / [ed] C. Winslow, 2009, s. 55-63Konferansepaper (Fagfellevurdert)
  • 16.
    Van Steenbrugge, Hendrik
    et al.
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation. Ghent University, Belgium .
    Valcke, Martin
    Ghent University, Belgium .
    Desoete, Annemie
    Ghent University, Belgium .
    Mathematics learning difficulties in primary education: teachers' professional knowledge and the use of commercially available learning packages2010Inngår i: Educational Studies, ISSN 0013-1946, E-ISSN 1532-6993, Vol. 36, nr 1, s. 59-71Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    The present study builds on teachers' professional knowledge about mathematics learning difficulties. Based on the input of 918 primary school teachers, an attempt is made to develop an overview of difficult curriculum topics in primary school mathematics. The research approach builds on new conceptions about theprofessional identity of teachers and earlier conceptions that point at the critical relevance of teachers' pedagogical content knowledge. It is also found that the adoption of a specific commercially available learning package (CALP: manuals and exercise books used in the classroom) plays a mediating role. 

  • 17.
    Van Steenbrugge, Hendrik
    et al.
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation.
    Valcke, Martin
    Desoete, Annemie
    Moeilijke onderwerpen in het wiskundecurriculum - een bevraging van leraren in het Vlaamse basisonderwijs2010Inngår i: Panama-Post, ISSN 1877-444X, Vol. 29, nr 3, s. 45-53Artikkel i tidsskrift (Fagfellevurdert)
  • 18.
    Van Steenbrugge, Hendrik
    et al.
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation.
    Valcke, Martin
    Desoete, Annemie
    Moeilijke onderwerpen in het wiskundecurriculum – een bevraging van leraren in het Vlaamse basisonderwijs2010Inngår i: Waardevol reken-wiskundeonderwijs: kenmerken van kwaliteit, 2010, s. 197-210Konferansepaper (Fagfellevurdert)
  • 19.
    Van Steenbrugge, Hendrik
    et al.
    Ghent University, Belgium.
    Valcke, Martin
    Ghent University, Belgium.
    Desoete, Annemie
    Ghent University, Belgium.
    Teachers’ views of mathematics textbook series in Flanders: does it (not) matter which mathematics textbook series schools choose2013Inngår i: Journal of Curriculum Studies, ISSN 0022-0272, E-ISSN 1366-5839, Vol. 45, nr 3, s. 322-353Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    The debate on the differential effects of mathematics textbook series is a recurrent topic in the research literature. Research results remain inconclusive, pointing to a lack of evidence to decide on the relevance of the selection by schools of a mathematics textbook series. Studies also point to difficulties in comparing textbooks. Recently, in order to examine the influence of mathematics textbook series on student learning, the need to take into account mediating variables between the mathematics textbook series and the enacted curriculum is stressed. This paper focuses on one such mediating variable: teachers' views of mathematics textbook series. Views of a mathematics textbook series of 814 teachers and mathematics performance results of 1579 students were analysed. The results point out that, with regard to teachers' views of mathematics textbook series, the question 'Does it really matter which mathematics textbook series schools choose' has to be answered positively. Implications of the findings are discussed.

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