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Sumpter, L. (2016). ‘Boys press all the buttons and hope it will help’: Upper secondary school teachers’ gendered conceptions about students’ mathematical reasoning. International Journal of Science and Mathematics Education, 14(8), 1535-1552
Open this publication in new window or tab >>‘Boys press all the buttons and hope it will help’: Upper secondary school teachers’ gendered conceptions about students’ mathematical reasoning
2016 (English)In: International Journal of Science and Mathematics Education, ISSN 1571-0068, E-ISSN 1573-1774, Vol. 14, no 8, p. 1535-1552Article in journal (Refereed) Published
Abstract [en]

Previous results show that Swedish upper secondary school teachers attribute gender to cases describing different types of mathematical reasoning. The purpose of this study was to investigate how these teachers gender stereotype aspects of students’ mathematical reasoning by studying the symbols that were attributed to boys and girls, respectively, in a written questionnaire. The results from the content analysis showed that girls were attributed gender symbols including insecurity, use of standard methods and imitative reasoning, and boys were assigned symbols such as multiple strategies especially on the calculator, guessing and chance-taking.

Keywords
Gender, gender symbols, mathematical reasoning, teachers’ conceptions, upper secondary school
National Category
Didactics
Research subject
Education and Learning
Identifiers
urn:nbn:se:du-19480 (URN)10.1007/s10763-015-9660-3 (DOI)000386496700009 ()
Available from: 2015-09-18 Created: 2015-09-18 Last updated: 2017-12-04Bibliographically approved
Sumpter, L. (2016). Investigating upper secondary school teachers’ conceptions: is mathematical reasoning considered gendered?. International Journal of Science and Mathematics Education, 14(s2), 347-362
Open this publication in new window or tab >>Investigating upper secondary school teachers’ conceptions: is mathematical reasoning considered gendered?
2016 (English)In: International Journal of Science and Mathematics Education, ISSN 1571-0068, E-ISSN 1573-1774, Vol. 14, no s2, p. 347-362Article in journal (Refereed) Published
Abstract [en]

This study examines Swedish upper secondary school teachers’ gendered conceptions about students’ mathematical reasoning: whether reasoning was considered gendered and, if so, which type of reasoning was attributed to girls and boys. The sample consisted of 62 teachers from six different schools from four different locations in Sweden. The results showed that boys were significantly more often attributed to memorised reasoning and delimiting algorithmic reasoning. Girls were connected to gamiliar algorithmic reasoning, a reasoning type where you use standard method when solving a mathematical task. Creative mathematical founded reasoning, which is novel, plausible and founded in mathematical properties, was not considered gendered.

Place, publisher, year, edition, pages
Springer, 2016
Keywords
Gender, Mathematical reasoning, Teachers’ conceptions, Upper secondary school
National Category
Didactics
Research subject
Education and Learning
Identifiers
urn:nbn:se:du-17117 (URN)10.1007/s10763-015-9634-5 (DOI)
Available from: 2015-03-10 Created: 2015-03-10 Last updated: 2017-12-04Bibliographically approved
Sumpter, L. (2015). "...and they lived happily ever after". In: Lovisa Sumpter (Ed.), Current State of Research on Mathematical Beliefs XX: Proceedings of the MAVI-20 Conference September 29 - October 1, 2014. Paper presented at MAVI20 (pp. 47-50). Falun: Högskolan Dalarna
Open this publication in new window or tab >>"...and they lived happily ever after"
2015 (English)In: Current State of Research on Mathematical Beliefs XX: Proceedings of the MAVI-20 Conference September 29 - October 1, 2014 / [ed] Lovisa Sumpter, Falun: Högskolan Dalarna, 2015, p. 47-50Conference paper, Published paper (Other academic)
Place, publisher, year, edition, pages
Falun: Högskolan Dalarna, 2015
Series
Kultur och lärande, ISSN 1403-6878 ; 2015:4
National Category
Didactics
Research subject
Utbildning och lärande
Identifiers
urn:nbn:se:du-19153 (URN)978-91-85941-93-3 (ISBN)
Conference
MAVI20
Available from: 2015-08-27 Created: 2015-08-27 Last updated: 2015-08-27Bibliographically approved
Sumpter, L. (Ed.). (2015). Current State of Research on Mathematical Beliefs XX: Proceedings of the MAVI-20 Conference September 29 - October 1, 2014, Falun, Sweden. Paper presented at MAVI-20, 2014-09-29-10-01, Falun. Falun: Högskolan Dalarna
Open this publication in new window or tab >>Current State of Research on Mathematical Beliefs XX: Proceedings of the MAVI-20 Conference September 29 - October 1, 2014, Falun, Sweden
2015 (English)Conference proceedings (editor) (Refereed)
Place, publisher, year, edition, pages
Falun: Högskolan Dalarna, 2015. p. 192
Series
Kultur och lärande, ISSN 1403-6878 ; 2015:04
National Category
Didactics
Research subject
Utbildning och lärande
Identifiers
urn:nbn:se:du-19138 (URN)978-91-85941-93-3 (ISBN)
Conference
MAVI-20, 2014-09-29-10-01, Falun
Available from: 2015-08-27 Created: 2015-08-27 Last updated: 2015-08-27Bibliographically approved
Sidenvall, J., Jäder, J. & Sumpter, L. (2015). Mathematical reasoning and beliefs in non-routine task solving. In: Lovisa Sumpter (Ed.), Current State of Research on Mathematical Beliefs XX: Proceedings of the MAVI-20 Conference September 29 - October 1, 2014, Falun, Sweden. Paper presented at MAVI20 (pp. 115-125). Falun: Högskolan Dalarna
Open this publication in new window or tab >>Mathematical reasoning and beliefs in non-routine task solving
2015 (English)In: Current State of Research on Mathematical Beliefs XX: Proceedings of the MAVI-20 Conference September 29 - October 1, 2014, Falun, Sweden / [ed] Lovisa Sumpter, Falun: Högskolan Dalarna, 2015, p. 115-125Conference paper, Published paper (Other academic)
Abstract [en]

This paper explores low performing upper secondary school students’ mathematical reasoning when solving non-routine tasks in pairs. Their solutions were analysed using a theoretical framework about mathematical reasoning and a model to study beliefs as arguments for choices. The results confirm previous research and three themes of beliefs are used by the student. These themes are safety, expectations, and motivation. The results also show a connection between beliefs and imitative reasoning as a way to solve non-routine tasks. 

Place, publisher, year, edition, pages
Falun: Högskolan Dalarna, 2015
Series
Kultur och lärande, ISSN 1403-6878 ; 2015:04
National Category
Didactics
Research subject
Education and Learning
Identifiers
urn:nbn:se:du-19152 (URN)978-91-85941-93-3 (ISBN)
Conference
MAVI20
Available from: 2015-08-27 Created: 2015-08-27 Last updated: 2019-03-21Bibliographically approved
Sumpter, L. & Hedefalk, M. (2015). Preschool children's collective mathematical reasoning during free outdoor play. Journal of Mathematical Behavior, 39, 1-10
Open this publication in new window or tab >>Preschool children's collective mathematical reasoning during free outdoor play
2015 (English)In: Journal of Mathematical Behavior, ISSN 0732-3123, E-ISSN 1873-8028, Vol. 39, p. 1-10Article in journal (Refereed) Published
Abstract [en]

This paper illustrates how young children (age 1–5) use mathematical properties in collective reasoning during free outdoor play. The analysis of three episodes is presented. The results from the analysis of the argumentation show that the children used a variation of mathematical products and procedures, to challenge, support and drive the reasoning forward. When needed, they utilise concrete materials to illustrate and strengthen their arguments, and as an aid in order to reach conclusions. The children also use abstract social constructs, such as jokes, as part of their reasoning.

Keywords
Mathematical reasoning; Play; Preschool children; Sense making
National Category
Didactics
Research subject
Utbildning och lärande
Identifiers
urn:nbn:se:du-17357 (URN)10.1016/j.jmathb.2015.03.006 (DOI)
Available from: 2015-05-07 Created: 2015-05-07 Last updated: 2017-12-04Bibliographically approved
Sumpter, L. (2015). Preschool teachers' conceptions about mathematics. In: Carola Bernack-Schüler, Ralf Erens, Timo Leuders, Andreas Eichler (Ed.), Carola Bernback-Schüler, Ralf Erens, Andreas Eichler, Timo Leuders (Ed.), Views and Beliefs in Mathematics Education: 19th International Conference on Mathematical Beliefs (MAVI), 25-28 September 2013, Freiburg, Germany. Paper presented at MAVI19 (pp. 55-66). Paper presented at MAVI19. Springer
Open this publication in new window or tab >>Preschool teachers' conceptions about mathematics
2015 (English)In: Views and Beliefs in Mathematics Education: 19th International Conference on Mathematical Beliefs (MAVI), 25-28 September 2013, Freiburg, Germany / [ed] Carola Bernack-Schüler, Ralf Erens, Timo Leuders, Andreas Eichler, Springer, 2015, p. 55-66Chapter in book (Refereed)
Abstract [en]

This study looks at Swedish preschool teachers conceptions about mathematics and emotional directions towards mathematics. The results indicate that the preschool teachers are positive towards mathematics. When describing what mathematics is at preschool level, most teachers lists mathematical products such as mathematical concepts and procedures in arithmetic and geometry.

Place, publisher, year, edition, pages
Springer, 2015
Series
Freiburger Empirische Forschung in der Mathematikdidaktik, ISSN 2193-8164
National Category
Didactics
Research subject
Education and Learning
Identifiers
urn:nbn:se:du-19140 (URN)10.1007/978-3-658-09614-4 (DOI)000380769000005 ()978-3-658-09613-7 (ISBN)
Conference
MAVI19
Available from: 2015-08-27 Created: 2015-08-27 Last updated: 2016-09-01Bibliographically approved
Sumpter, L. (2015). Recreational Mathematics - Only For Fun?. Journal of Humanistic Mathematics, 5(1), 121-138
Open this publication in new window or tab >>Recreational Mathematics - Only For Fun?
2015 (English)In: Journal of Humanistic Mathematics, ISSN 2159-8118, E-ISSN 2159-8118, Vol. 5, no 1, p. 121-138Article in journal (Refereed) Published
Abstract [en]

In this paper, I explore recreational mathematics from two perspectives. I first study how the concept appears in educational policy documents such as standards, syllabi, and curricula from a selection of countries to see if and in what way recreational mathematics can play a part in school mathematics. I find that recreational mathematics can be a central part, as in the case of India, but also completely invisible, as in the standards from USA. In the second part of the report, I take an educational historical approach. I observe that throughout history, recreational mathematics has been an important tool for learning mathematics. Recreational mathematics is then both a way of bringing pleasure and a tool for learning mathematics. Can it also be a tool for social empowerment?

National Category
Didactics
Research subject
Utbildning och lärande
Identifiers
urn:nbn:se:du-15767 (URN)10.5642/jhummath.201501.07 (DOI)
Available from: 2014-09-17 Created: 2014-09-17 Last updated: 2017-12-05Bibliographically approved
Sumpter, L. (2015). Taking a European perspective. In: S.J. Cho (Ed.), S.J. Cho (Ed.), The proceedings of the 12th International Congress on Mathematics Education: Intellectual and attitudinal challenges. Paper presented at 12th International Congress on Mathematical Education (ICME-12), COEX, Seoul, Korea, July 8th to 15th, 2012 (pp. 161-165). Springer
Open this publication in new window or tab >>Taking a European perspective
2015 (English)In: The proceedings of the 12th International Congress on Mathematics Education: Intellectual and attitudinal challenges / [ed] S.J. Cho, Springer, 2015, p. 161-165Conference paper, Published paper (Refereed)
Place, publisher, year, edition, pages
Springer, 2015
National Category
Didactics
Research subject
Utbildning och lärande
Identifiers
urn:nbn:se:du-17373 (URN)10.1007/978-3-319-12688-3_12 (DOI)978-3-319-10685-4 (ISBN)
Conference
12th International Congress on Mathematical Education (ICME-12), COEX, Seoul, Korea, July 8th to 15th, 2012
Note

Available from: 2015-05-08 Created: 2015-05-08 Last updated: 2015-05-13Bibliographically approved
Sumpter, L. (2014). Four female mathematicians’ collective narrative: reasons to leave academia. Philosophy of Mathematics Education Journal (28)
Open this publication in new window or tab >>Four female mathematicians’ collective narrative: reasons to leave academia
2014 (English)In: Philosophy of Mathematics Education Journal, ISSN 1465-2978, E-ISSN 1465-2978, no 28Article in journal (Refereed) Published
Abstract [en]

In this paper, I explore four Swedish female mathematicians arguments for why they decided not to work in academia after finishing their PhD. These stories were merged into one narrative, the fictive voice of Sarah. Her story describes life as a female PhD student in a mathematics department as a positive experience. The two main reasons to why she decided not to stay at the university were (1) the difficulty of getting a job, and (2) her wanting to work with applications and problem solving instead of working with the development of theories.

Keywords
Conceptions, female mathematicians, gender, higher education, post-PhD
National Category
Didactics
Research subject
Education and Learning
Identifiers
urn:nbn:se:du-16128 (URN)
Available from: 2014-10-06 Created: 2014-10-06 Last updated: 2017-08-21Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0001-9742-8908

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