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  • 1.
    Gustafsson, Patrik
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Exploring a framework for technology integration in the mathematics classroomManuscript (preprint) (Other academic)
    Abstract [en]

    The aim of this paper is to investigate the potential of Ruthven’s (2009) framework the Structuring Features of Classroom Practice (SFCP) as a tool for analyzing empirical data in order to conceptualize and analyze teachers’ reasoning about technology integration in the mathematics classroom. The framework is tested on interview data from a Swedish design research project seeking to develop design principles for CRS tasks. The results show that the framework captures a large part of teachers’ ways of reasoning, while the parts it does not capture are related to students’ attitudes and behaviors. If the SFCP framework aims at capturing key features of classroom practice and is to be built on a system of constructs closer to the ‘lived world’ of teacher experience and classroom practice, it would benefit from an extension. 

  • 2.
    Gustafsson, Patrik
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Exploring a framework for technology integration in the mathematics classroom2017In: 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, p. 2374-2381Conference paper (Refereed)
    Abstract [en]

    The aim of this paper is to investigate the potential of Ruthven's (2009) framework the Structuring Features of Classroom Practice (SFCP) as a tool to analyze empirical data to conceptualize and analyze teachers' reasoning about technology integration in the mathematics classroom. The framework is tested on interview data from a Swedish design research project seeking to develop design principles for Classroom Response System (CRS) tasks. The results show that the framework captures a large part of teachers' ways of reasoning, while the parts it does not capture are related to students' attitudes and behaviors. If the SFCP framework aims at capturing key features of classroom practice, and is to be built on a system of constructs closer to the 'lived world' of teacher experience and classroom practice, it would benefit from an extension.

  • 3.
    Gustafsson, Patrik
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Frameworks for task design and technology integration in the mathematics classroom2016Licentiate thesis, comprehensive summary (Other academic)
    Abstract [en]

    In recent years many teachers and students have begun having good access to digital technology in their classrooms, and in the context of Sweden the majority of secondary schools are known as one-to-one schools, with students having their own computer or tablet. However, the mere presence of technology in the classroom is not a guarantee for improved teaching and learning. In fact, there is a challenge involved with integrating technology in the classroom and many teachers need support. Therefore, the aim of this thesis is to contribute to the knowledge about support for teachers integrating digital technology, especially a classroom response system (CRS), in the mathematics classroom. This is done by focusing on frameworks for CRS task design and technology integration. The thesis consists of two papers and a kappa. Both papers use data from a design research project including interventions in two cases. Paper I focuses on the development of design principles and task types for CRS tasks in a multiple-choice format aiming to engineer mathematical classroom discussions. The study generated three design principles, six task types, and 31 empirically evaluated tasks. The empirical evaluation shows that teachers consider the evaluated CRS tasks useful for engineering mathematical classroom discussions. Paper II focuses on exploring the potential of Ruthven’s (2009) SFCP framework as tool for analyzing empirical data in order to conceptualize and analyze teachers’ reasoning about critical aspects of technology integration in the mathematics classroom. The results show that the SFCP framework can be useful for capturing teachers’ reasoning about critical aspects of technology integration, but also that the framework does not capture teachers’ reasoning about students’ attitudes and behaviors. Therefore, the framework would benefit from taking into consideration students’ attitudes and behaviors, as these features are a challenge teachers need to deal with when integrating technology in the classroom. This thesis kappa, building on earlier research as well as the results and methods of its own papers, ends with an elaborated discussion on the challenges and support for teachers wanting to integrate CRS in their mathematics classroom.

  • 4.
    Gustafsson, Patrik
    et al.
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Ryve, Andreas
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Developing design principles and task types for classroom response system tasks in mathematics: engineering mathematical classroom discussionsManuscript (preprint) (Other academic)
    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 engineering 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.

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