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  • 51.
    Ersson, Marit
    et al.
    Mälardalen University, School of Sustainable Development of Society and Technology.
    Eriksson, Stina
    Mälardalen University, School of Sustainable Development of Society and Technology.
    Formativt bedömningsverktyg: - för måluppfyllelse i år 5 inom ekologi2009Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med studien har varit att ta fram ett formativt bedömningsverktyg förmåluppfyllelse i årskurs 5 inom ekologi. Verktyget fungerar som ett hjälpmedel för läraren att identifiera sina elevers kunskapsnivå och därav stödja dem i deras vidare kunskapsutveckling. Det ska även vara ett hjälpmedel för eleven att se sin egen progression, för att utveckla sin metakognition. Vid framställning av bedömningsverktyget har vi utgått från ett av målen i kursplanen inom biologi, ekologididaktisk forskning samt en modell där vi följt vissa konstruktionskriterier. Därefter har en expertpanel, bestående av 6 verksamma NO-lärare, granskat och givit respons på uppgifterna. Panelen har utifrån 9 olika aspekter bedömt uppgiftens validitet. Betygen har överlag varit mycket bra. Resultatet av vår studie är ett verktyg bestående av 10 uppgifter tänkta att använda som stöd vid formativ bedömning.

  • 52.
    Ester, Catucci
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Att undervisa de yngsta barnen i förskolan2018Licentiate thesis, comprehensive summary (Other academic)
  • 53.
    Fagerberg, Ingegerd
    et al.
    Mälardalen University, Department of Caring and Public Health Sciences. Karolinska Institute, Stockholm, Sweden.
    Ekman, Sirkka-Liisa
    Karolinska Institute, Stockholm, Sweden.
    Heyman, Ingrid
    Uppsala University, Uppsala, Sweden.
    Nursing students' reasoning about two fictitious elderly patient cases1999In: Scandinavian Journal of Caring sciences, ISSN 0283-9318, Vol. 13, no 4, p. 247-253Article in journal (Refereed)
    Abstract [en]

    The aim of this study was to examine and describe how nursing students developed their reasoning and knowledge about the state of health of, and their possible actions regarding, two fictitious elderly patient case histories during their three-year education. The descriptions were audiotaped, transcribed verbatim and analysed by content analysis. The findings show a development in the students' reasoning concerning the more acutecase, but no development in reasoning regarding the case of a confused person. This could be due either to a lack of education in gerontology and geriatrics, or to the students receiving limited guidance during their education on how to reason about and reflect upon different ways of approaching emerging problems. The findings could also be understood in the light of traditions and history in nursing education.

  • 54.
    Forsman, Jonas
    et al.
    Mälardalen University, Department of Biology and Chemical Engineering.
    Frisk Engelbrektsson, Rickard
    Mälardalen University, Department of Biology and Chemical Engineering.
    Fysikundervisning ur ett kulturperspektiv: (Physics education cultures – A study of tuition culture)2007Independent thesis Basic level (professional degree), 10 points / 15 hpStudent thesis
    Abstract [en]

    This essay surveys physics science education in the light of cultures. A multivariate analysis –

    principal component analysis – has been used to map out the different cultures in middle

    school and high school. The main purpose of this essay is to examine differences and

    similarities between the different physics educational cultures found in the survey. Through

    examining literature and prior research, it is also the purpose to examine what possibilities

    and problems these physics educational cultures might impose on students and teachers.

    Border-crossing has been a central concept in explaining how possible cultural bordercrossings

    might affect the teachers and pupils.

    The survey has found four different kinds of physics educational cultures which are:

    ‘Praktikerna’, ‘Ämnesinriktade’, ‘Anpassarna’ and ‘Återkopplarna’. These physics

    educational cultures are not dependent of sex, age, appropriate teacher education or

    experience. However there is a connection between which grades the teacher educates but

    only for the physics educational cultures ‘Anpassarna’ and ‘Praktikerna’. The survey also

    discovered that the physics educational cultures ‘Ämnesinriktade’ and ‘Anpassarna’ has to

    some degree a connection to earlier examined science-cultures. ‘Återkopplarna’ seems to be a

    mixture of the other three described physics educational cultures. Since cultural bordercrossings

    do occur between the described educational cultures, the problems associated with

    border-crossings also exist. The problems which are associated with border-crossings are: that

    pupils and teachers don’t recognize each other’s physics educational cultures. These bordercrossings

    are described in light of both the teachers’ points of view and the pupils’ points of

    view.

  • 55.
    Francia, Guadalupe
    Uppsala university, Sweden.
    An Equitable Education System’s Achilles Heel?2015In: Intercultural Education in the European Context. / [ed] M. Catarci & M. Fiorucci, UK Surrey: Ashgate, 2015, p. 245-266Chapter in book (Refereed)
  • 56.
    Francia, Guadalupe
    et al.
    Uppsala University, Sweden.
    Edling, Silvia
    Högskolan i Gävle , Sweden.
    Children's rights and violence: A case analysis at a Swedish boarding school2017In: Childhood, ISSN 0907-5682, E-ISSN 1461-7013, ISSN 0907-5682, Vol. 24, p. 51-67, article id 1Article in journal (Refereed)
    Abstract [en]

    Drawing on the Convention on the Rights of the Child, the article highlights various conceptions of violence at a Swedish boarding school and is based on a critical discourse analysis of different educational and media documents. The investigation indicates that ambitions to protect children

    from violence need to overcome the dichotomy of private and public in order to protect children affected by violence in the borderland between the private and public spheres.

  • 57.
    Francia, Guadalupe
    et al.
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics. Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier.
    Riis, Ulla
    Institution för Pedagogik, didaktik och utbildningsstudier UU.
    Enactment processes in the implementation of European and national foreign language proficiency policies: The case of Spanish as an optional school subject in the Swedish school system2016In: European Journal of Language Policy, ISSN 1757-6822, Vol. 8, no 2, p. 173-189Article in journal (Refereed)
  • 58.
    Fröjdfeldt, Lotta
    Mälardalen University, School of Education, Culture and Communication.
    Att välja - eller inte välja - Trageton-metoden: En undersökning om valet av Tragetons metod för läs- och skrivinlärning2009Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med denna undersökning är att studera varför två olika skolor har valt att arbeta med Tragetons metod ”Att skriva sig till läsning”, samt varför man inte valt Tragetons metod på en annan skola. Andra frågeställningar inom området har varit: Hur arbetar man med metoden?Vad anser skolorna att datorerna, och samarbetet vid dem, kan ge eleverna? För att studera detta har jag intervjuat fem lärare/förskollärare på de aktuella skolorna, men också en rektor och en speciallärare som påverkat valet av läs- och skrivinlärningsmetod. Resultatet visar att tillgången till datorer kan styra valet av Trageton-metoden, men ofta påverkar pedagogernas erfarenhet och arbetslagets inställning ännu mer. Dessa faktorer verkar även påverka i vilken grad man anpassar metoden. Undersökningen visar också olika inställningar till samarbete, exempel på gott samarbete, samt att många av informanterna är överens om att barn ofta börjar med skrivandet före läsandet. De som använt metoden pekar främst på positiva resultat för elevernas skrivande och motivation.

  • 59.
    Fröjdfeldt, Lotta
    Mälardalen University, School of Education, Culture and Communication.
    UNDERVISA ONLINE: Att gömma sig eller att lära känna studenterna bättre?2019Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet i denna studie är att öka förståelsen av hur lärare inom högre utbildning ser på sin undervisning online. För att nå syftet genomfördes 11 intervjuer med lärare inom ett distansprogram. Intervjuerna analyserades sedan med en fenomenografisk analys och tre kategorier fram­trädde: Man kan se undervisning som något som skapar distans, något som kan skapa både distans och närhet, eller något som skapar närhet både för lärare och studenter. Jag visar i den här studien att lärarens pedagogiska grundsyn, men även erfarenhet och pedagogisk utbildning spelar en roll för hur hon också väljer att utveckla sin undervisning. Jag visar också att en fördjupad analys är viktig för utvecklingen, men lärarna anger inte själva att de genom­­­för någon sådan analys. Studien visar också att didaktisk design kan hjälpa lärarna att visualisera och därmed diskutera och utveckla under­visningen. Till sist har jag även kunnat visa att den kollegiala samverkan för pedagogisk utveckling har stor betydelse för lärarens undervisning.

  • 60.
    Gavel, Hillevi
    et al.
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Eriksson, Kimmo
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Tal och Rum: Didaktiska kommentarer2009Other (Other (popular science, discussion, etc.))
    Abstract [sv]

    Lärarhandledning till Tal och Rum, del A och B

  • 61.
    Gavel, Hillevi
    et al.
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Sjunnesson, Jonas
    Tal och Rum: Didaktiska kommentarer kurs C och D2009Other (Other (popular science, discussion, etc.))
    Abstract [sv]

    Lärarhandledning till Tal och Rum, del C och D.

  • 62.
    Gottlieb, Laura
    Mälardalen University, School of Innovation, Design and Engineering, Innovation and Product Realisation.
    The knowledge triangle cards: Supporting university-society collaborations2017In: Proceedings of the 11th European Conference on Games Based Learning, ECGBL 2017, Academic Conferences and Publishing International Limited , 2017, p. 807-813Conference paper (Refereed)
    Abstract [en]

    The Knowledge Triangle Cards (KT Cards) is an educational tool designed for a pilot course at Mälardalen University which aims to help students to contextualize studies to global and national societal needs and to collaborate more closely with society (business and municipalities). The aim is to have students become better at choosing assignments, projects and thesis topics that tie in closer to the labour market and societal needs. The KT Cards are based on a traditional deck of cards and the suits represent different aspects of the knowledge context: opportunity, process, outcome, and stakeholder. Additionally, a set of gamified and non-gamified exercises were designed to prompt reflection and discussion about how student projects incorporate these aspects. A pilot study was carried out in order to test and develop the educational tools and future studies. A total of 24 students and teachers participated and data was collected through observations and feedback from participants. The study indicates that the gamified activities could influence reflection and discussion by speeding up pace of the activity and affecting group dynamics. Two aspects were identified as potentially prompting gamification-shorter time frames and having multiple groups completing the activities. Further studies will look more closely at these aspects for designing gamification and how this affects discussion. The next design iteration will implement minor changes to the visual design of the cards and review how the prototype could provide students with know-how on university-society collaborations and a deeper understanding of the Knowledge Triangle concept.

  • 63.
    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. 

  • 64.
    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.

  • 65.
    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.

  • 66.
    Gustafsson, Peter
    Mälardalen University, Department of Mathematics and Physics.
    Gender inclusive physics education - a distance case2005In: European Journal of Physics, ISSN 0143-0807, Vol. 26, no 5, p. 843-849Article in journal (Refereed)
    Abstract [en]

    In earlier studies, it has been demonstrated that cooperative work has a positive influence on physics distance learning at university entrance level. In this paper, it is shown clearly that this teaching method in physics is advantageous for both genders. In fact, the collaboration seems to help male students more than female students to manage the course and to complete it. No difference was seen between the genders either in performance, measured in throughput (productivity) for the course, or in intrinsic motivation. Without cooperative work, the productivity for male students is far lower than for female students.

  • 67.
    Gustafsson, Peter
    Mälardalen University, School of Education, Culture and Communication.
    How Physics Teaching is Presented on YouTube Videos2013In: Educational Research for Social Change, ISSN 2221-4070, Vol. 2, no 1, p. 117-129Article in journal (Refereed)
    Abstract [en]

    One hundred and twenty videos on YouTube were selected and investigated in terms of content relating to physics and science teaching. This video material was used to generate categories that were then applied to three investigations: physics as taught in upper secondary school and in the introductory level at university, physics projects in upper secondary school, and science in preschool. The results revealed different practices for the use of YouTube in physics and science teaching. One practice, in upper secondary school and at the introductory level at university, was to display physics based on traditional lectures that were video recorded. Another practice was the presenting of students’ projects, and a third was support for preschool teachers as a means of promoting science material for their teaching needs.

  • 68.
    Gustafsson, Peter
    Mälardalen University, Department of Mathematics and Physics.
    Improved method in distance teaching of physics2004In: European Journal of Physics, ISSN 0143-0807, Vol. 25, no 2, p. 185-191Article in journal (Refereed)
    Abstract [en]

    Results of introducing cooperative working methods on a distance learning course in physics are reported. This has increased the throughput of students in the course as measured in the number of ECTS points generated by the students. There is no significant indication that students more experienced in academic studies manage to complete the course more often than those with less experience. In student groups where the cooperative concept was fully realized a larger gain of knowledge was achieved, as measured by the force concept inventory test. Hence, it is important for the tutor to monitor activities in the groups by follow-up questions during the course and to stress the importance of all students participating actively.

  • 69.
    Gustafsson, Peter
    Mälardalen University, Department of Mathematics and Physics.
    Physics teaching at a distance2002In: European Journal of Physics, ISSN 0143-0807, Vol. 23, no 5, p. 469-474Article in journal (Refereed)
    Abstract [en]

    A subject such as physics which relies heavily on practical experiments is a challenge to teach in the form of a distance course. You must make choices as to whether the course includes experiments and if so on what level. With an objective that it is more important to establish concepts than to verify physical laws through precise measurements, it is possible for students to conduct experiments in their homes. Four years' experience of this kind of introductory physics course (mechanics and thermal physics) at distance is covered. The understanding of mechanical concepts as measured by the force concept inventory test shows that distance education does work in the subject of physics. The problem that some students do not complete their distance course is noted and it is suggested that this problem can be addressed by transforming established methods used in campus courses to encourage interactivity among students. A probable result of applying these methods would be an enhanced understanding of the concept of physics and problem-solving skills.

  • 70.
    Gustafsson, Peter
    Mälardalen University, School of Education, Culture and Communication.
    YouTube as an educational tool in physics teaching2012In: : Science & Technology Education for development, citizenship and social justice / [ed] Mondher Abrougui, 2012Conference paper (Refereed)
    Abstract [en]

    A review based on literature studies and searches on YouTube gives a scheme over how YouTube is used and also how it can be used as an educational tool in physics teaching. This scheme gives a rather traditional picture dominated by videos of lectures and physics demonstrations. Even though there are advantages with this for some purposes, the capacity of interactivity connected to YouTube as a platform for communication is not used to it full extent. Furthermore, the materials are mainly produced for use in higher secondary school and for college teaching. Materials produced for use in preschool, primary school and lower-secondary school are rare.

    There are also examples of how YouTube is used for gathering information of physics as subject. Here the interactivity is important. Also some innovative ideas and examples are presented where YouTube can be a tool for, if not to reform teaching, at least to develop teaching to a more student oriented domain.

  • 71.
    Gustafsson, Peter
    et al.
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Enghag, Margareta
    Stockholms universitet, Sweden.
    Jonsson, Gunnar
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Using Context Rich Problems as a Path to Problem Solving Skills and Content Knowledge in Physics2016In: Problem-Solving: Strategies, Challenges and Outcomes / [ed] Karla Newton, Hauppauge NY: Nova Science Publishers, Inc., 2016Chapter in book (Other academic)
    Abstract [en]

    This chapter gives an overview of the research on the use of narrative Context Rich Problems (CRP) in physics education at the upper secondary and higher education levels. After a presentation of the CRP concept, the benefits and risks of using CRP are investigated. The focus here is on learning physics concepts and problem solving, which includes bridging everyday experiences and physics modelling. How CRP stimulate discussions about physics and aid the development of problem solving skills is also discussed. The research findings include the selection and formulation of problems that help students to take ownership, i.e., take actions of choice and control. Other aspects of CRP are investigated too, such as whether there is a difference between giving too much or too little information in the problem solving context. How the teaching should be organised regarding the use of CRP and the functionality of the student group are also discussed. As engagement and good discussions in randomly organised groups are not always possible, we look at how the groups could be formed in order to be constructive. Being aware of students’ inabilities to work together and having the knowledge to deal with this can make the use of CRP more relevant and valuable.

  • 72.
    Gustafsson, Peter
    et al.
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Engström, Susanne
    Uppsala universitet, Sweden.
    Svenson, Anders
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Teachers’ View of Sustainable Development in Swedish Upper Secondary School2015In: Procedia - Social and Behavioral Sciences, ISSN 1877-0428, E-ISSN 1877-0428, Vol. 167, p. 7-14Article in journal (Refereed)
    Abstract [en]

    In Sweden the importance of sustainable development (SD) can be traced in political documents from the fundamental law down to the curriculum for different school levels. To investigate how this political objective is demonstrated in knowledge and activities among the teachers, eleven upper secondary school teachers from different subjects have been interviewed to map out their views of SD, their own beliefs and how they teach SD. The interviews have been analysed in terms of content with the Knowledge – Value – Practice model as theoretical frame. The results showed that among the interviewed teachers there existed a spectrum of views of what SD stands for, from a narrow view to a well-developed view. There were also differences in their teaching practice. All teachers stated that teaching for SD is of great importance and that they all did it in terms of their own personal definition. All of them also pointed out that even if the steering documents present SD as important, the local management of the issue is weak. The differences between the teachers’ view of SD and the weak local management generate a fundamental problem. Depending on the teachers’ own definition and content choice the pupils may get different content knowledge, perhaps not even consistent with the recognized definition of sustainable development. The schools cannot therefore be said to give the pupils an equal education in the area of SD.

  • 73.
    Gustafsson, Peter
    et al.
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Eriksson, Hans
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    A Tool to support lecturers’ Course Development at Introductory Undergraduate Level in Physics2017In: Journal of Baltic Science Education, ISSN 1648-3898, E-ISSN 2538-7138, Vol. 16, no 1, p. 56-63Article in journal (Refereed)
    Abstract [en]

    With more diversified studentgroups entering the university, thedevelopment and planning of coursesbecome more pedagogically challenging.In earlier studies, a validated tool, contentrepresentation (CoRe), has been usedin teacher education to help pre-serviceteachers identify and promote pedagogicalcontent knowledge in limited teachingsequences. In the present research the aimis to explore whether CoRe, when applied toan introductory university course in physics, can (i) promote the pedagogical contentknowledge of the course as a whole and (ii)serve as an operative tool to identify problematicareas or areas that need furtherdevelopment in the course. The CoRe toolis based on given questions to be answeredin relation to the “big ideas” of the course.In the present research, the questions havebeen answered by a lecturer and by usinga content analysis of the answers severalcategories of development could be identified.For a specific category, the tool alsoprovided information about what kind ofdevelopment was necessary. The conclusionis that CoRe has a potential to be ofservice at higher education level, it can beapplied to parts of a course as well as toa course as a whole, and it may provide auseful tool to help a lecturer in the developmentand planning of a course.

  • 74.
    Gustafsson, Peter
    et al.
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Jonsson, Gunnar
    Karlstads universitet, Sweden.
    Enghag, Margareta
    Stockholms universitet, Sweden.
    The problem-solving process in physics as observed when engineering students at university level work in groups2015In: European Journal of Engineering Education, ISSN 0304-3797, E-ISSN 1469-5898, Vol. 40, no 4, p. 380-399Article in journal (Refereed)
    Abstract [en]

    The problem-solving process is investigated for five groups of students when solving context-rich problems in an introductory physics course included in an engineering programme. Through transcripts of their conversation, the paths in the problem-solving process have been traced and related to a general problem-solving model. All groups exhibit backward moves to earlier stages in the problem-solving process. These earlier stages are revisited by the groups for identifying sub-problems, setting parameter values or even restating the goal. We interpret this action as coming from the fact that the students have not yet developed a knowledge base and a problem-solving scheme. Connected to the backward moves in the process are opportunities for the group members to build such a knowledge base from contributions and experiences from all group members. Problem contents that induce such moves are identified and can thus be considered by science teachers when constructing problems for group work.

  • 75.
    Gustafsson, Peter
    et al.
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Jonsson, Gunnar
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Nilsson, Tor
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Teknikämnet i svensk grundskolas tidiga skolår sett genom forskningscirkelns lupp.2018In: NorDiNa: Nordic Studies in Science Education, ISSN 1504-4556, E-ISSN 1894-1257, Vol. 14, no 2, p. 113-124Article in journal (Refereed)
    Abstract [en]

    Technology has been a compulsory subject in the Swedish school curriculum since 1980. However,many primary school teachers say that they do not feel comfortable with teaching technology. Thisoften results in a teaching time that is a (too) small part of the total teaching time of science andtechnology. In addition, studies show that pupils are probably not given equivalent education asthe syllabi may be interpreted in different ways. Against this background, we have conducted threeresearch circles under the guidance of researchers, in three municipalities in the Mälardalen region,addressing teachers working in preschool class to grade 6. Each circle had up to five participants andhad five meetings during one year. Based on the teachers’ own questions and needs we have studieddidactic literature connected to the subject of technology, discussed the syllabi for technology anddifferent forms of teaching support. An existing model for pedagogical content knowledge in technologyhas been used to interpret the activities in the research circles. The teachers experienced and appreciatedthe opportunities to work with the subject content linked to the syllabi for technology andsaw ways to integrate technology with other school subjects.

  • 76.
    Gustavsson, Hans-Olof
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    På spaning i mångfaldens tecken2014In: Forskningscirkeln - en möteplats för samproduktion / [ed] Pirjo Lahdenperä, Mälardalen University , 2014, p. 75-92Chapter in book (Refereed)
  • 77.
    Gynne, Annaliina
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    "Janne X was here". Portraying identities and negotiating being and belonging in informal literacy practices.2017In: Identity Revisited and Reimagined: Empirical and Theoretical Contributions on Embodied Communication Across Time and Space / [ed] Sangeeta Bagga-Gupta, Aase Lyngvær Hansen, Julie Feilberg, Springer, 2017, 1, p. 271-292Chapter in book (Other academic)
    Abstract [en]

    The study presented in this chapter examines young people’s identity work and informal literacy practices in two separate, yet intertwined settings: in a “bilingual” school context located in Sweden and a social network site. Drawing on sociocultural approaches and (n)ethnographic data, the main aim of the chapter is to expand understandings dealing with identity work and heteroglossic languaging, including informal literacy practices, in settings across the offline-online continuum. Through analysis of data sets consisting of video recordings, photographs and screen grabs, the concepts of languaging and identity-as-agency are explored from a discourse analytical perspective. The findings illustrate the ways in which interactions, agency and social positionings emerge at the intersection of people, discourses, spaces, practices and technologies. Portraying identity positions and negotiating being and belonging is possible in and through practices where multiple aspects of communicative repertoires and modalities are employed.

  • 78.
    Gynne, Annaliina
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Languaging and Social Positioning in Multilingual School Practices: Studies of Sweden Finnish Middle School Years2016Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    The overall aim of the thesis is to examine young people’s languaging, including literacy practices, and its relation to meaning-making and social positioning. Framed by sociocultural and dialogical perspectives, the thesis builds upon four studies that arise from (n)ethnographic fieldwork conducted in two different settings: an institutional educational setting where bilingualism and biculturalism are core values, and social media settings.

    In the empirical studies, micro-level interactions, practices mediated by languaging and literacies, social positionings and meso-level discourses as well as their intertwinedness have been explored and discussed. The data, analysed through adapted conversational and discourse analytical methods, include video and audio recordings, field notes, pedagogic materials, policy documents, photographs as well as (n)ethnographic data.

    Study I illuminates the doing of linguistic-cultural ideologies and policies in everyday pedagogical practices and focuses on situated and distributed social actions as nexuses of several practices where a number of locally and nationally relevant discourses circulate.  In Study II, the focus is on everyday communicative practices on the micro and meso levels and the interrelations of different linguistic varieties and modalities in the bilingual-bicultural educational setting. Study III highlights young people’s languaging, including literacies, in everyday learning practices that stretch across formal and informal learning spaces. Study IV examines social positioning and identity work in informal and heteroglossic literacy practices across the offline-online continuum. Consequently, the four studies map the kinds of languaging practices young people are engaged in both inside and outside of what are labelled as bilingual school settings. Furthermore, the studies highlight the kinds of social positions they perform and are oriented towards in the course of their everyday lives.

    Overall, the findings of the thesis highlight issues of bilingualism as pedagogy and practice, the (un)problematicity of multilingualism across space and time and multilingual-multimodal languaging as a premise for social positioning. Together, the studies and the thesis form a descriptive-analytical illustration of “multilingual” young people’s everyday lives in and out of school in late modern societies of the global North. Overall, the thesis provides insights concerning the education and lives of a large, yet sparsely documented minority group in Sweden, i.e. the Sweden Finns.

  • 79.
    Gynne, Annaliina
    et al.
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Bagga-Gupta, Sangeeta
    Örebro University.
    Young people's languaging and social positioning. Chaining in "bilingual" educational settings in Sweden2013In: Linguistics and Education, ISSN 0898-5898, E-ISSN 1873-1864, Vol. 24, no 4, p. 479-496Article in journal (Refereed)
    Abstract [en]

    The study presented in this paper examines languaging in a “bilingual” school setting. The overall aim here is to explore young people's doing of multilingualism as well as social positioning in and through the everyday social practices where literacy is salient. Anchored in perspectives that highlight the social construction of reality, and located in the geopolitical space of Sweden, this study investigates an educational setting where Swedish and Finnish are used as the primary languages of instruction but where other linguistic varieties are present. In the paper, the analytically relevant concept of chaining is empirically illustrated through the analysis of ethnographically created data. These data include video recordings of classroom interaction and materials framed within the school diary literacy practice. The chained flow of various oral, written and multimodal varieties in human meaning-making is presented as an analytical finding.

  • 80.
    Gynne, Annaliina
    et al.
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Bagga-Gupta, Sangeeta
    Örebro universitet, Sweden.
    Lainio, Jarmo
    Stockholms universitet,Sweden.
    Practiced linguistic-cultural ideologies and educational policies: A case study of a "bilingual Sweden Finnish School"2016In: Journal of Language, Identity & Education, ISSN 1534-8458, E-ISSN 1532-7701, Vol. 15, no 6, p. 329-343Article in journal (Refereed)
    Abstract [en]

    This article explores linguistic-cultural ideologies and educational policies as they emerge and are negotiated in everyday life in a bilingual school setting, located in the geopolitical spaces of Sweden. Taking sociocultural theory and discourse analysis as points of departure, we focus on empirical examples of classroom interaction and locally established formal policing. Linguistic-cultural ideologies and educational policies that frame life at the school are investigated by employing nexus analytical methods, focusing on social (inter)actions through which a number of locally and nationally relevant discourses circulate. Our findings indicate that refocusing ideology and policy research from the lens of a practiced perspective allows the situated and distributed nature of everyday life to inform issues related to bilingualism as well as their relations to wider societal discourses. Furthermore, our analysis highlights the crucial role of educators in (re)locating bilingual education in its societal contexts as well as making these connections visible in classrooms.

  • 81.
    Göransson, Kerstin
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Speciella yrken? En studie om specialpedagogers och speciallärares yrkesroll2015In: Specialpedagogisk tidskrift - att undervisa, ISSN 2000-429X, no 3, p. 15-17Article in journal (Other (popular science, discussion, etc.))
  • 82.
    Göransson, Kerstin
    et al.
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Hellblom-Thibblin, Tina
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Axdorph, Eva
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    A conceptual approach to teaching mathematics to students with intellectual disability2016In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, no 2, p. 182-200Article in journal (Refereed)
    Abstract [en]

    Swedish compulsory school for students with intellectual disability (ID) has been criticized for focusing on care and not presenting the students with enough knowledge-related challenges. The purpose of this study is to investigate how a conceptually-based mathematics curriculum can be interpreted and constructed for students with ID. A total of 18 mathematics lessons in 6 classes forstudents with ID were filmed, and the teachers were interviewed in connection with the lessons. Aqualitative content analysis approach was used to identify aspects of mathematical competency content and to analyze the teaching. Three major groups of teaching strategies are identified: pedagogical mathematics activities, focusing on students’ perceptions of mathematical content, and encouraging dialogue between students. 

  • 83.
    Göransson, Kerstin
    et al.
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Lindqvist, Gunilla
    Högskolan Dalarna, Sweden.
    Nilholm, Claes
    Malmö högskola, Sweden.
    Voices of special educators in Sweden: a total-population study2015In: Educational research (Windsor. Print), ISSN 0013-1881, E-ISSN 1469-5847, Vol. 57, no 3, p. 287-304Article in journal (Refereed)
    Abstract [en]

    Background: There are two occupational groups in Sweden that are expected to have significant impact on educational work related to children in need of special support. These two groups are special educational needs coordinators (SENCOs) and special education teachers. In this paper, we use the collective name special educators' to refer to both groups. Special educators are expected to have specific knowledge regarding the identification of, and work with, school difficulties. However, there is noticeably little research concerning these occupational groups. This study was undertaken in order to further our knowledge about special educators' work.Purpose: The overall purpose of the present paper is to provide a first overview of special educators' work. The paper investigates these special educators' perceptions of their occupational role, of their preparedness for the role and of how their role is practised. The paper also illuminates questions about SENCOs' and special education teachers' knowledge and values as well as the grounds for the occupational groups to claim special expertise related to the identification of, and work with, school difficulties.Design and method: A questionnaire was sent out in 2012 to all SENCOs and special education teachers in Sweden who received their degree from 2001 onwards and in accordance with the Swedish examination acts of 2001, 2007 and 2008 (N=4252, 75% response rate).Results: According to the results, special educators state that they are well prepared to work with some tasks, such as counselling, leading development work and teaching children/pupils individually or in groups. Concurrently, there are tasks that the groups are educated for (e.g. school-development work), which they seldom practise in their daily work.Conclusions: Primarily using reasoning concerning jurisdictional control, we discuss SENCOs' and special education teachers' authority to claim special expertise in relation to certain kinds of work, clients and knowledge and thus, their chances of gaining full jurisdictional control in the field of special education.

  • 84.
    Hagberg Kindlund, Sofia
    Mälardalen University, School of Education, Culture and Communication.
    Ett nytt ord för det vi gör dagligen: Pedagoger på några fritidshem talar om undervisning och hur de genomför den2019Independent thesis Advanced level (degree of Master (Two Years)), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Studiens syfte var att undersöka hur undervisning, som den förklaras i kapitel 4 i Lgr 11, beskrivs av några pedagoger vid några fritidshem. Studien gjordes med sociokulturell ansats och kvalitativ metod i form av fokusgruppsintervjuer. De empiriska resultaten analyserades med delar av Wengers teori om praktikgemenskaper och indikerade att en delad repertoar kring begreppet undervisning saknades och att det ömsesidiga engagemanget ibland var bristfälligt. Pedagogerna tycktes trygga i att genomföra sitt uppdrag, men uttryckte att de fått minimal fortbildning kring Lgr 11. Stor vikt lades vid värdegrunden och relationer. Brist på planeringstid, personalbrist, icke ändamålsenliga lokaler och stora barngrupper sågs som hindrande för arbetet. Resultatet överensstämmer i stort med aktuell forskning i ämnet. I resultatdiskussionen diskuterades att fortbildning kring Lgr 11 och ett mer aktivt läroplansarbete skulle kunna vara gynnsamt för undervisningen i fritidshemmet. Ett intressant ämne för fortsatt forskning vore pedagogers syn på balansgången mellan omsorg, utveckling och lärande. 

  • 85.
    Haglund, Anna
    Mälardalen University, School of Education, Culture and Communication.
    PÅ RIKTIGT!?: Svensklärares föreställningar om entreprenöriellt lärande2016Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Studiens syfte var att undersöka lärares föreställningar om entreprenöriellt lärande samt försöka förstå hur det entreprenöriella lärandet kan komma till uttryck i deras svenskundervisning. Metoden som användes var intervjuer, som efter transkription tolkades kvalitativt, som text. Texterna studerades också med stöd av både en kvalitativ och en kvantitativ innehållsanalys för att synliggöra lärarnas föreställningar om området. Resultatet visade att majoriteten lärare vid intervjutillfället hade lättare att uttala sig om entreprenöriellt lärande generellt än om entreprenöriellt lärande i svenskämnet. Entreprenöriellt lärande framstod som lika med ämnesövergripande projekt, verklighetsanknuten undervisning, ett entreprenöriellt förhållningssätt och elevens utvecklande av entreprenöriella kompetenser. Gällande svenskämnet framkom i huvudsak två skilda föreställningar, dels en där svenskan reducerades till att vara ett verktyg för andra ämnen, dels en där svenskan presenterades som ett ämne med ett omfångsrikt centralt innehåll, där svenskan någon gång kan agera stöd till andra ämnen. Det entreprenöriella lärandet i svenskämnet, enligt lärarna, verkade dock vara kopplingen till ett autentiskt sammanhang. Studien visade tecken på att det entreprenöriella lärandet ibland kan ske på bekostnad av kunskap.

     

  • 86.
    Hajjouji Hennius, Samira
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    "Vi kan skriva förargument och sedan motargument" ­­: Om deliberativa samtal i undervisning i svenska som andraspråk på högskolenivå2014Doctoral thesis, monograph (Other academic)
    Abstract [en]

    In the light of the twofold mission of Swedish schools, that is to say enabling pupils to develop both subject knowledge and a democratic attitude, the purpose of this thesis is to investigate to what extent adult higher education students from different language and social backgrounds, studying Swedish as a second language, are able to carry out joint writing assignments with the aid of deliberative discourse, and to what extent they thereby also develop a deliberative attitude. The twofold mission of education applies to them too. While there already exists a certain amount of research into deliberative discourse relating to education in schools, the perspective of higher education didactics in this research is still lacking. The present study is to be viewed as a first contribution to this research.

    The theoretical starting point of this study includes previous research into deliberative discourse by further developing an existing model regarding criteria for deliberative discourse, for example that there is a striving towards agreement, although the consensus may be temporary, that diverging opinions can be set against each other, that tolerance and respect for views other than one’s own are shown, and that traditional outlooks can be questioned. This model is supplemented by designations for a number of disruptive behaviours, such as ridiculing, ignoring, interrupting people and engaging in private conversations. The thus further developed model will thereafter act as a lens in the analysis of students’ discussions when writing joint texts. Another theoretical starting point is the view of education as communication, and of the possibility of communication creating a third place, thereby developing democracy in the here and now-situation.

    For this study, comprising 18 hours of observation of nine students, that is to say the discussions of three groups in connection with writing texts on different occasions, various ethnographic data collection methods have been employed, for example video recordings, participant observations, field notes and interviews in conjunction with the discussions.

    The analysis clarifies that the three groups developed their deliberation as the discussions about the joint assignment proceeded, and that most of the nine students furthermore expressed at least an openness towards a deliberative attitude for further discussions in the future. The disruptive behaviours mentioned in connection with the analytical model that could be identified in the discussions, for example interruptions and private conversations, proved not to constitute real disturbances; on the contrary they actually contributed towards the discussions developing, enabling them to continue. On the other hand, other and not previously identified disturbances occurred, for example a focus on grades, the lack of time and lacking language ability, which all in different ways affected the students’ attitudes towards their work. For any future didactical work on deliberative discourse in Swedish as a second language within higher education, these disturbances would need to be highlighted and made aware of for both teachers and students.

    Keywords: higher education didactics, communication, deliberative discourse, deliberative attitude, John Dewey, Tomas Englund, heterogeneity, ethnographic data collection methods.

  • 87.
    Hasselqvist, Emil
    Mälardalen University, School of Business, Society and Engineering.
    Lärarattityder till eurocentrism i historieundervisningen: En studie vid tre gymnasieskolor2014Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Denna undersökning handlade om lärares attityder till eurocentrism i kurserna historia 1b och historia 1a1 i svensk gymnasieskola. Är undervisningen i dessa kurser eurocentrisk och tror lärare att en eurocentrisk undervisning kan påverka elever med annan kulturell bakgrund än svensk? Vilka faktorer styr lärares innehåll, planering och genomförande av kursmoment i historia 1b och historia 1a1? Hur kan lärare arbeta med utomeuropeiska perspektiv och fenomen i dessa kurser? Dessa är några frågor som diskuterades i denna undersökning.

     

    Metodmässigt utgick undersökningen från intervjuer med sex yrkesverksamma lärare. Dessa lärare intervjuades med hjälp av några intervjufrågor och intervjuerna ämnade att se till deras tankar och attityder om ämnet i fråga.

     

    Det framgår av undersökningen att de intervjuade lärarna till stor del såg sin egen undervisning som eurocentrisk. Flera lärare menade att undervisningen till övervägande del var eurocentrisk medan några menade att det rådde en ganska jämn balans mellan europeisk och utomeuropeisk historia. Flera av lärarna visade även en tro på att elever med annan kulturell bakgrund än europeisk kan påverkas av en eurocentrisk undervisning, i vilken utsträckning och vilken typ av påverkan som skedde fanns inget enhälligt svar. Avslutningsvis gav alla lärare flera exempel på hur lärare kan arbeta med utomeuropeiska perspektiv och fenomen i sin framtida undervisning.

  • 88.
    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)
  • 89.
    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.

  • 90.
    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)
  • 91.
    Hemmi, Kirsti
    et al.
    Abo Akad Univ, Fac Educ & Welf Studies, Vaasa, Finland.;Uppsala Univ, Fac Educ Sci, Uppsala, Sweden..
    Kryzwacki, Heidi
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics. Univ Helsinki, Dept Educ, Math Educ, Helsinki, Finland..
    Liljekvist, Yvonne
    Karlstad Univ, Dept Math & Comp Sci, Math Educ, Karlstad, Sweden..
    Challenging traditional classroom practices: Swedish teachers' interplay with Finnish curriculum materials2019In: Journal of Curriculum Studies, ISSN 0022-0272, E-ISSN 1366-5839, Vol. 51, no 3, p. 342-361Article in journal (Refereed)
    Abstract [en]

    In the current paper, we present an analysis of a case study in which we have followed Swedish primary teachers who voluntarily began using translated Finnish curriculum materials, i.e. a textbook and teacher guide, in order to reform their mathematics teaching. The multifaceted data, consisting of questionnaires, interviews, protocols from collegial meetings and classroom observations, were gathered during the period 2010-2014. The analysis of the interplay within this cross-cultural setting reveals the special characteristics and the challenges existing in practice. Both the experienced and inexperienced teachers offloaded a great deal of their agency to the materials in order to become familiar with the ideas they mediated. Yet, the lack of a clear rationale behind the organization of the materials, as well as the suggested activities connected to taken-for-granted features of the Finnish teaching tradition, made fruitful interaction problematic. The changes teachers made in their classroom practice were tightly connected to the support offered in the materials, without which the teachers abandoned their new classroom patterns. Based on the results of this study, we suggest a number of general aspects that we regard as important to consider when implementing curriculum materials developed within another cultural-educational context.

  • 92.
    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.

  • 93.
    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)
  • 94.
    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.

  • 95.
    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.

  • 96.
    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.

  • 97.
    Insulander, Eva
    Mälardalen University, School of Education, Culture and Communication.
    Döden och besökaren: Om villkor för lärande i en utställning2008In: Design för lärande / [ed] Anna-Lena Rostvall och Staffan Selander, Stockholm: Norstedts Akademiska Förlag , 2008, 1, p. 182-194Chapter in book (Other academic)
  • 98.
    Insulander, Eva
    Stockholms universitet.
    Tinget, rummet, besökaren: Om meningsskapande på museum2010Doctoral thesis, monograph (Other academic)
    Abstract [en]

    The main purpose of this thesis is to describe and analyse how museum visitors engage with and make meaning from what is being offered to them in terms of the various resources made available in two exhibitions. Yet another purpose is to describe and analyse the design of these exhibitions. The empirical data stems from observational studies at the Museum of National Antiquities in Stockholm, and includes the investigation of two exhibitions: Prehistories I and II. Eight ‘visiting pairs’ were videotaped and the tapes were multimodally transcribed and analysed. Data also includes digital photos and maps produced by the visitors. In a comparative analysis, descriptions of the exhibitions and their analysis and the visitor study are discussed in relation to earlier research and to the issue of learning.

    A design-oriented and multimodal perspective on learning is used as a theoretical and methodological framework. The different visits are compared and the visitors’ responses are discussed as different forms of engagement. The results are interpreted within an institutional perspective connected to contemporary discourses within museum studies. The exhibitions are considered as an expression of the museums’ ambition to adjust to a pressure for change. Both exhibitions are, in a greater or less degree, considered as examples of ‘new’ exhibitions in that they rhetorically put forward visitors’ participation, cultural rights, post colonial perspectives and immaterial aspects of cultural heritage.

    The study presents learning as a social and sign-making activity. It stress how meaning-making and learning happens as a transformation in several steps. As visitors engage in different semiotic resources in the exhibitions’ design, they form new signs through their representations – as a ‘re-design’ of the exhibition – which in turn give them new possibilities for making meaning.

  • 99.
    Insulander, Eva
    et al.
    Stockholms universitet.
    Selander, Staffan
    Stockholms universitet.
    Designs for learning in museum contexts2009In: Designs for Learning, ISSN 1654-7608, Vol. 2, no 2, p. 8-20Article in journal (Refereed)
    Abstract [en]

    This article presents a new theoretical and methodological way of studying museum visitors’ involvement and meaning-making at a museum exhibition. Our approach draws predominantly on a design-theoretic and multimodal analysis of learning and communication. This approach is mainly concerned with a) the design aspects of learning resources; b) the learners’ engagement and communication; c) their way of transforming given signs to produce (redesign) their own representations in relation to d) personal engagement as well as a specific areas of knowledge. Multimodality pays special attention to the interplay between different modes in communication. In the article, we use a design-theoretic, multimodal approach to analyse visitors’ engagement. This is done by filming the visitors in pairs to see how they walk through the exhibition, where they stop, what they talk about and how their conversation develops. They are also given cameras so they can take photos of those parts of the exhibition they find especially interesting. Afterwards, the visitors are asked to draw a map of the exhibition and they are also interviewed. We also present a model of how to categorize forms of engagement.

  • 100.
    Jansson, Sandra
    Mälardalen University, School of Education, Culture and Communication.
    Genus - Ett problematiskt begrepp: – En studie av pedagogers syn på jämställdhetsarbetet i hbt-certifierade och icke hbt-certifierade förskolor2015Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med denna studie är att undersöka hur jämställdhetsarbetet i hbt-certifierade förskolor beskrivs i jämförelse med ickecertifierade förskolor. Hur ser pedagogerna på jämställdhet, genus och kön? Upplever de att de arbetar utifrån en samstämd syn inom arbetslaget? Vad upplever de som svårigheter i jämställdhetsarbetet? Hur bemöter de barnen och hur ser de på barnens möjlighet att agera könsöverskridande? För att ta reda på detta genomfördes en kvalitativ studie med semistrukturerade intervjuer med 11 pedagoger på 7 förskolor. Studien visade att pedagogerna upplevde sig arbeta utifrån en samstämd syn trots att de fann kön/genus som problematiska begrepp. Genusarbetet skedde i huvudsak genom upprättandet av en likabehandlings-plan, men stod som en stående punkt vid varje möte på hbt-förskolorna. På två av förskolor sågs genusarbetet inte som en prioritet. Samhället och de personliga ryggsäckarna upplevdes av alla som svårigheter i arbetet. I bemötandet av barnen sågs användandet av ett könsneutralt språk och egennamn som viktigt, samt samtal med barnen och uppmuntran av könsöverskridande beteende/lekar. Hälften av informanterna upplever att barnen är tillåtande och den andra hälften upplever att barnen sätter gränser för varandra. 

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