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  • 1.
    Andrews, Paul
    et al.
    Mälardalen University.
    Ryve, Andreas
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Hemmi, Kirsti
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Sayers, J.
    Stockholms universitet, Stockholm, Sweden.
    PISA, TIMSS and Finnish mathematics teaching: an enigma in search of an explanation2014In: Educational Studies in Mathematics, ISSN 0013-1954, E-ISSN 1573-0816, Vol. 87, no 1, p. 7-26Article in journal (Refereed)
    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.
    Berg, Benita
    et al.
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Hemmi, Kirsti
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Karlberg, Martin
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics. Malardalen Univ, Vasteras, Sweden..
    Support or Restriction: Swedish Primary School Teachers' Views on Mathematics Curriculum Reform2015In: Views and Beliefs in Mathematics Education, 2015, p. 67-80Conference paper (Refereed)
    Abstract [en]

    This paper reports the results of a quantitative study on primary teachers' (n=253) views on the introduction of steering documents and national examinations for Grade 3. While the majority of the teachers experience the reform as empowering, some teachers feel the new curriculum and the national examination restrict their teacher professionalism. We found differences in how teachers viewed the reform depending on whether they had graduated before or after the reform in 1994. The differing views can be connected to teachers' beliefs about teacher professionalism and the relation between teaching, learning and maturing. We discuss our findings also in the light of curriculum development during the last four decades.

  • 3.
    Biza, I.
    et al.
    University of East Anglia, Norwich, United Kingdom.
    Jaworski, B.
    Loughborough University, Loughborough, United Kingdom.
    Hemmi, Kirsti
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Communities in university mathematics2014In: Research in Mathematics Education, ISSN 1479-4802, E-ISSN 1754-0178, Vol. 16, no 2, p. 161-176Article in journal (Refereed)
    Abstract [en]

    This paper concerns communities of learners and teachers that are formed, develop and interact in university mathematics environments through the theoretical lens of Communities of Practice. From this perspective, learning is described as a process of participation and reification in a community in which individuals belong and form their identity through engagement, imagination and alignment. In addition, when inquiry is considered as a fundamental mode of participation, through critical alignment, the community becomes a Community of Inquiry. We discuss these theoretical underpinnings with examples of their application in research in university mathematics education and, in more detail, in two Research Cases which focus on mathematics students' and teachers' perspectives on proof and on engineering students' conceptual understanding of mathematics. The paper concludes with a critical reflection on the theorising of the role of communities in university level teaching and learning and a consideration of ways forward for future research. 

  • 4.
    Brandell, Gerd
    et al.
    Lunds universitet.
    Hemmi, Kirsti
    Stockholms universitet.
    Thunberg, Hans
    KTH.
    The widening gap—A Swedish perspective2008In: Mathematics Education Research Journal, ISSN 1033-2170, E-ISSN 2211-050X, Vol. 20, no 2, p. 38-56Article in journal (Refereed)
  • 5.
    Durand-Guerrier, Viviane
    et al.
    Univ Montpellier 2, Montpellier, France..
    Hemmi, Kirsti
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Jahnke, Niels
    Univ Duisburg Essen, Duisburg, Germany..
    Pedemonte, Bettina
    Ist Tecnol Didattiche CNR, Genoa, Italy..
    INTRODUCTION TO THE PAPERS OF WG01: ARGUMENTATION AND PROOF2011In: PROCEEDINGS OF THE SEVENTH CONGRESS OF THE EUROPEAN SOCIETY FOR RESEARCH IN MATHEMATICS EDUCATION (CERME 7) / [ed] Pytlak, M Rowland, T Swoboda, E, UNIV RZESZOW PUBLISHING HOUSE , 2011, p. 93-98Conference paper (Refereed)
    Abstract [en]

    This chapter collects the contributions discussed during the working sessions by the thirty-one participants from fourteen countries of the WG1 "Argumentation and proof" at CERME7 in Rzeszow (Poland). Eighteen papers from eleven countries have been presented and discussed. Each presentation was followed by a reaction from a participant presenting the key issues and posing questions to the author(s). The papers are presented under five themes: epistemological and cognitive issues, means for analysing proving activities, transparency, educational implication of views on mathematics, on the relevance of proof on teaching mathematics.. We will conclude this introduction by some challenging perspectives emerging from our discussion.

  • 6.
    Hemmi, Kirsti
    Mälardalen University, School of Education, Culture and Communication.
    A study on proof in a community of mathematical practice2011In: Long-term research in the didactics of mathematics and science. / [ed] O. Björkvist, L. Burman, & A.-S. Röj-Lindberg, Vasa: Åbo Akademi , 2011, p. 85-95Conference paper (Refereed)
  • 7.
    Hemmi, Kirsti
    Mälardalen University, School of Education, Culture and Communication.
    A theoretical framework for the study of proof in mathematics education2010In: The First Sourcebook on Nordic Research in Mathematics Education: Norway, Sweden, Iceland, Denmark and contributions from Finland / [ed] Bharath Sriraman, Christer Bergsten, Simon Goodchild, Gudbjorg Palsdottir, Bettina Dahl, & Lenni Haapasalo, Charlotte: IAP - Information Age Publishing , 2010, p. 411-419Chapter in book (Refereed)
  • 8.
    Hemmi, Kirsti
    Mälardalen University, School of Education, Culture and Communication.
    Bevis – en osynlig del av matematikundervisningen?2009In: Matematikdidaktiska frågor: resultat från en forskarskola / [ed] Brandel m. fl., Göteborg: Nationellt centrum för matematikutbildning (NCM), Göteborgs universitet , 2009, p. 92-104Chapter in book (Other (popular science, discussion, etc.))
  • 9.
    Hemmi, Kirsti
    Stockholm University.
    Students’ encounter with proof: the condition of transparency2008In: ZDM - the International Journal on Mathematics Education, ISSN 1863-9690, E-ISSN 1863-9704, ISSN 1863-9690, Vol. 40, no 3, p. 413-426Article in journal (Refereed)
  • 10.
    Hemmi, Kirsti
    Mälardalen University, School of Education, Culture and Communication.
    Three styles characterising mathematicians’ pedagogical perspectives on proof2010In: Educational Studies in Mathematics, ISSN 0013-1954, E-ISSN 1573-0816, Vol. 75, no 3, p. 271-291Article in journal (Other academic)
    Abstract [en]

    The article describes mathematicians’ pedagogical perspectives on proof in the teaching of first year university students at a mathematics department in Sweden. A conceptual frame that was used in the data analysis combines theories about proof from earlier mathematics education research with a social practice approach of Lave and Wenger. A theoretical idealised model of three different teacher styles was constructed from the data that consist of transcripts of interviews with 13 mathematicians at the department. The model gives structure to the results and can be applied and developed when comparing teaching cultures between different departments in a country as well as between different countries.

  • 11.
    Hemmi, Kirsti
    et al.
    Mälardalen University, School of Education, Culture and Communication.
    Berg, Benita
    Mälardalen University, School of Education, Culture and Communication.
    Empowerment and Control in Primary Mathematics Reform–The Swedish Case2012In: Evaluation and Comparison of Mathematical Achievement: Dimensions and Perspectives, 2012Conference paper (Refereed)
  • 12.
    Hemmi, Kirsti
    et al.
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Hoelgaard, Lena
    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.
    Teaching by the book2014Conference paper (Refereed)
  • 13. Hemmi, Kirsti
    et al.
    Jaworski, Barbara
    Loughborough University, Mathematics.
    Transparency in a tutor-student interaction concerning the converse of Lagrange’s theorem2009In: Proof and proving in mathematics education / [ed] Lin et al, 2009, p. 202-207Conference paper (Other academic)
  • 14.
    Hemmi, Kirsti
    et al.
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Koljonen, Tuula
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Hoelgaard, Lena
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Ahl, Linda
    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.
    Analyzing mathematics curriculum materials in Sweden and in Finland: Developing an analytical tool2013In: The Eighth Congress of the European Society for Research in Mathematics Education. Feb 6th - Feb 10th, 2013., Antalya, Turkey, 2013Conference paper (Refereed)
  • 15.
    Hemmi, Kirsti
    et al.
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Krzywacki, Heidi
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Swedish teachers’ interplay with Finnish curriculum material – crossing the boundaries2014Conference paper (Other academic)
    Abstract [en]

    Crossing the cultural boundaries provides a fruitful setting for investigating the dynamic interplay between teachers and the applied curriculum materials. In this paper, we report on the initial analysis of interviews and meetings with eight Swedish primary teachers regarding using translated Finnish curriculum materials, i.e. a textbook and teacher guide, for the first year. All teachers had chosen to use the materials voluntarily. Our analysis shows that despite some consistent experiences concerning using the materials, their ways of designing lessons vary greatly in terms of selecting ideas from the materials to be realized in the classroom. Most of the teachers seem to rely on the Finnish teacher guides more than the Swedish ones. We elaborate on both similarities and differences in relation to the teachers’ experiences and the specific features of the current school context.

  • 16.
    Hemmi, Kirsti
    et al.
    Mälardalen University, School of Education, Culture and Communication.
    Lepik, Madis
    Tallinn University.
    Viholainen, Antti
    Umeå universitet.
    Proof and proof-related items in Estonian, Finnish and Swedish compulsory school mathematics curricula2011In: Integrating research into mathematics and science education in 2010s / [ed] H. Silfverberg, & J. Joutsenlahti, Tampere: Tampereen yliopistipaino Oy - Juvenes Print , 2011, p. 132-150Conference paper (Refereed)
  • 17.
    Hemmi, Kirsti
    et al.
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Lepik, Madis
    Tallinn University, Estland.
    Viholainen, Antti
    Umeå universitet.
    Upper secondary school teachers' views of proof and proving -An explorativ cross-cultural study2011In: Current State of Research on Mathematical Beliefs XVI / [ed] Kirsti Kislenko, Tallinn: Vali Press , 2011, p. 137-156Conference paper (Refereed)
  • 18.
    Hemmi, Kirsti
    et al.
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Lepik, Madis
    Tallinn University.
    Viholainen, Antti
    University of Eastern Finland.
    Raman, Manya
    Umeå universitet.
    Proof and proving in Estonian, Finnish and Swedish upper secondary school curricula2011In: 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 , 2011Conference paper (Refereed)
  • 19.
    Hemmi, Kirsti
    et al.
    Mälardalen University, School of Education, Culture and Communication.
    Lepik, M.b
    Tallinn University, Estonia.
    Viholainen, A.
    University of Eastern Finland, Finland.
    Analysing proof-related competences in Estonian, Finnish and Swedish mathematics curricula-towards a framework of developmental proof2013In: Journal of Curriculum Studies, ISSN 0022-0272, E-ISSN 1366-5839, Vol. 45, no 3, p. 354-378Article in journal (Refereed)
    Abstract [en]

    Many countries are revising their mathematics curriculum in order to elevate the role of proof and argumentation at all school levels and for all student groups. Yet, we have very little research on how proof-related competences are aimed to be developed in the mathematics curricula of different countries in Grades 1 to 12. This article contributes to filling this gap by analysing and comparing three countries’ curricula from the perspective of developmental proof. For this purpose, we created an analytical frame of proof-related competences that could be connected to the development of students’ understanding and skills concerning argumentation and mathematical proof. The analysis reveals three quite different trajectories with specific characteristics, shortcomings and strengths. 

  • 20.
    Hemmi, Kirsti
    et al.
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Lofwall, Clas
    Stockholm Univ, Stockholm, Sweden..
    MAKING THE DISCOVERY FUNCTION OF PROOF VISIBLE FOR UPPER SECONDARY SCHOOL STUDENTS2011In: PROCEEDINGS OF THE SEVENTH CONGRESS OF THE EUROPEAN SOCIETY FOR RESEARCH IN MATHEMATICS EDUCATION (CERME 7) / [ed] Pytlak, M Rowland, T Swoboda, E, UNIV RZESZOW PUBLISHING HOUSE , 2011, p. 172-181Conference paper (Refereed)
    Abstract [en]

    This paper presents an analysis of a teaching experiment with seven high achieving upper secondary school students in Sweden focusing on the de Villiers' discovery function of proof. The aim of the experiment was to test if it is possible for students to get insights to, and use, this function. The data consists of a tape recorded introductory pass, students' group work and the final discussion together with the students. The results show that the students did get some insights about the function. However, it was difficult for the students to construct the original proofs in order to use them to discover new results. The paper also shows that the function of discovery needs to be explored and clarified, as there are different interpretations of it in our field.

  • 21. Hemmi, Kirsti
    et al.
    Lundberg, Anna
    Linköpings universitet.
    Proportion in Swedish upper secondary school textbook tasks2009In: Teaching Mathematics: Retrospective and Perspectives / [ed] Madis Lepik, 2009, p. 252-260Conference paper (Other academic)
  • 22.
    Hemmi, Kirsti
    et al.
    Mälardalen University, School of Education, Culture and Communication.
    Löfwall, Clas
    Stockholms universitet, Matematiska institutionen.
    Why do we need proof2010In: Proceedings of the Sixth Congress of the European Society for Research in Mathematics Education. WG 2. January 28th - February 1st 2009, Lyon (France) / [ed] Viviane Durand-Guerrier, Sophie Soury-Lavergne, Ferdinando Arzarello, Lyon: Institut National de Recherche Pedagogique , 2010Conference paper (Refereed)
    Abstract [en]

    We explore teaching mathematicians’ views on the benefits of studying proof in the basic university courses in Sweden. The data consists of ten mathematicians’ written responses to our questions. We found a variety of ideas and views on the function of proof that we call transfer. All mathematicians in the study considered proofs valuable for students because they offer students new methods, important concepts and exercise in logical reasoning needed in problem solving. The study shows that some mathematicians consider proving and problem solving almost as the same kind of activities. We describe the function of transfer in mathematics, exemplify it with the data at a general level and present particular proofs illuminating transfer that were mentioned by the mathematicians in our study.

  • 23.
    Hemmi, Kirsti
    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.
    Effective mathematics teaching in Finnish and Swedish teacher education discourses2015In: Journal of Mathematics Teacher Education, ISSN 1386-4416, E-ISSN 1573-1820, Vol. 18, no 6, p. 501-521Article in journal (Refereed)
    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.

  • 24.
    Hemmi, Kirsti
    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.
    The culture of the mathematics classroom during the first school years in Finland and Sweden2014In: Mathematics and Transition to School - International Perspectives / [ed] B. Perry, A. Gervasoni and A. MacDonald, Singapore: Springer , 2014, p. 185-199Chapter in book (Refereed)
    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.

  • 25.
    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.

  • 26.
    Koljonen, Tuula
    et al.
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Hemmi, Kirsti
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Kryzwacki, Heidi
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Investigating Finnish teacher guides for Grades 1-6 as resource for teaching mathematicsManuscript (preprint) (Other academic)
    Abstract [en]

    In this study, we investigate the most commonly used Finnish teacher guides for primary mathematics (Grades 1-6) in terms of their potential to support teaching mathematics and enhance teacher learning. We have analyzed the characteristics of teacher guides from two perspectives: 1) content and 2) form. The analysis was done in several iterative cycles. The teacher guides content are comprised of topics connected to educative aspects that support teachers at their work and potentially enhance teacher learning. Similarly, the form of the various Finnish teacher guides seems to follow the same pattern. Both the content and form of the teacher guides seem to be designed to facilitate the work of teachers by supporting the classroom practice with the design and the implementation of lessons. The findings are discussed in relation to the Finnish educational context, which influences both the way the guides are produced and their potential to enhance mathematics education.

  • 27.
    Neuman, Jannika
    et al.
    Mälardalen University, School of Education, Culture and Communication.
    Hemmi, Kirsti
    Mälardalen University, School of Education, Culture and Communication.
    Enjoyable or Instructive - Lower Secondary Students Evaluate Mathematics Instruction2012In: Current state of research on mathematical beliefs XVIII, University of Helsinki, Department of Teacher Education, Finland, 2012Conference paper (Refereed)
  • 28.
    Neuman (Lindvall), Jannika
    et al.
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Hemmi, Kirsti
    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. Umeå University, Sweden.
    Wiberg, Maria
    Umeå University, Sweden.
    MATHEMATICS TEXTBOOKS’ IMPACT ON CLASSROOM INSTRUCTION: EXAMINING THE VIEWS OF 278 SWEDISH TEACHERS2015In: Studies in Subject Didactics 10. Nordic Research in Mathematics Education - Proceedings of NORMA14, 2015, p. 215-225Conference paper (Refereed)
    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.

  • 29.
    Remillard, Janine
    et al.
    University of Pennsylvania.
    Van Steenbrugge, Hendrik
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Machalow, Rowan
    University of Pennsylvania.
    Koljonen, Tuula
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Hemmi, Kirsti
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics. Åbo Akademi.
    Krzywacki, Heidi
    Helsinki University.
    Examining Elementary Teachers’ Use of Digital Instructional Resources: A Cross-Cultural Study2018In: 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, p. 201-208Conference paper (Refereed)
  • 30.
    Reutersward, Emelie
    et al.
    Stockholm Univ, Stockholm, Sweden..
    Hemmi, Kirsti
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    UPPER SECONDARY SCHOOL TEACHERS' VIEWS OF PROOF AND THE RELEVANCE OF PROOF IN TEACHING MATHEMATICS2011In: PROCEEDINGS OF THE SEVENTH CONGRESS OF THE EUROPEAN SOCIETY FOR RESEARCH IN MATHEMATICS EDUCATION (CERME 7) / [ed] Pytlak, M Rowland, T Swoboda, E, UNIV RZESZOW PUBLISHING HOUSE , 2011, p. 253-262Conference paper (Refereed)
    Abstract [en]

    This paper reports some results from a case-study on five Swedish upper secondary school teachers' views of proof. We describe the teachers' views of what constitutes proof and focus particularly on their views on the role and relevance of proof in teaching mathematics. We identified two basically different ways of relating to the teaching of proof in our data that consists of interview transcripts and protocols of observations of lessons. We discuss these views from a socio-cultural perspective on learning and Wenger's concepts of community of practice, reification and participation.

  • 31.
    Ryve, Andreas
    et al.
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Hemmi, Kirsti
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Educational policy to improve mathematics instruction at scale: Conceptualizing contextual factorsIn: Educational Studies in Mathematics, ISSN 0013-1954, E-ISSN 1573-0816Article in journal (Refereed)
    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.

  • 32.
    Ryve, Andreas
    et al.
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Hemmi, Kirsti
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Börjesson, Mats
    Stockholms Universitet.
    Discourses about school-based mathematics teacher education in Finland and Sweden2013In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 57, no 2, p. 132-147Article in journal (Refereed)
    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

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