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Publications (5 of 5) Show all publications
Fahlström, M. & Sumpter, L. (2018). A model for the role of the physical environment in mathematics education. Nordisk matematikkdidaktikk, 3(1)
Open this publication in new window or tab >>A model for the role of the physical environment in mathematics education
2018 (English)In: Nordisk matematikkdidaktikk, ISSN 1104-2176, Vol. 3, no 1Article in journal (Refereed) Published
Abstract [en]

In this paper, we develop an analytical tool for the role of the physical environment in mathematics education. We do this by extending the didactical triangle with the physical environment as a fourth actor and test it in a review of literature concerning the physical environment and mathematics education. We find that one role played by the physical environment, in relation to mathematical content, is to portray the content in focus, such as geometry and scale. When focusing on teachers, students, and the interaction between them, the role of the physical environment appears to be a precondition, either positive (enabling) or negative (hindering). Many of the findings are valid for education in general as well, such as the importance of building status.

National Category
Didactics
Research subject
Complex Systems – Microdata Analysis
Identifiers
urn:nbn:se:du-27463 (URN)
Available from: 2018-04-11 Created: 2018-04-11 Last updated: 2018-04-11Bibliographically approved
Fahlström, M. (2017). Mathematics teachers’ conceptions of the classroom environment. In: Chiara Andrà, Domenico Brunetto, Esther Levenson, Peter Liljedahl (Ed.), Teaching and Learning in Maths Classrooms: Emerging Themes in Affect-related Research: Teachers' Beliefs, Students' Engagement and Social Interaction (pp. 141-151). Springer
Open this publication in new window or tab >>Mathematics teachers’ conceptions of the classroom environment
2017 (English)In: Teaching and Learning in Maths Classrooms: Emerging Themes in Affect-related Research: Teachers' Beliefs, Students' Engagement and Social Interaction / [ed] Chiara Andrà, Domenico Brunetto, Esther Levenson, Peter Liljedahl, Springer, 2017, p. 141-151Chapter in book (Refereed)
Abstract [en]

This study explores mathematics teachers’ conceptions of how the physical environment in classrooms affects their students’ chances for learning. Semi structured interviews were performed with a few Swedish teachers with experience from tackling different physical settings when teaching mathematics. When analysing the interview transcripts preliminary findings are that: teachers appreciate flexibility and control over the physical settings in the classroom; inadequate acoustics are extra problematic in mathematical activities involving verbal interactions between students in small groups; mathematics task solving in peace and quiet is a common part of mathematics lessons and it easily gets disturbed by external noise.

Place, publisher, year, edition, pages
Springer, 2017
Series
Research in Mathematics Education
National Category
Didactics
Research subject
Complex Systems – Microdata Analysis
Identifiers
urn:nbn:se:du-25202 (URN)10.1007/978-3-319-49232-2_14 (DOI)978-3-319-49231-5 (ISBN)978-3-319-49232-2 (ISBN)
Available from: 2017-06-16 Created: 2017-06-16 Last updated: 2017-11-15Bibliographically approved
Fahlström, M. & Teledahl, A. (2017). Students’ use of images for documenting their problem solving. In: : . Paper presented at The Eighth Nordic Conference on Mathematics Education, NORMA 17, Stockholm, 30 May – 2 June 2017.
Open this publication in new window or tab >>Students’ use of images for documenting their problem solving
2017 (English)Conference paper, Oral presentation only (Other academic)
National Category
Other Mathematics Didactics
Research subject
Education and Learning
Identifiers
urn:nbn:se:du-25794 (URN)
Conference
The Eighth Nordic Conference on Mathematics Education, NORMA 17, Stockholm, 30 May – 2 June 2017
Available from: 2017-08-17 Created: 2017-08-17 Last updated: 2017-11-15Bibliographically approved
Fahlström, M. (2016). The physical classroom environment: roles, conceptions, and preferences. (Licentiate dissertation). Borlänge: Dalarna University
Open this publication in new window or tab >>The physical classroom environment: roles, conceptions, and preferences
2016 (English)Licentiate thesis, comprehensive summary (Other academic)
Abstract [en]

The problem addressed in this thesis is that a considerable proportion of students around the world attend school in inadequate facilities, which is detrimental for the students’ learning outcome. The overall objective in this thesis is to develop a methodology, with a novel approach to involve teachers, to generate a valuable basis for decisions regarding design and improvement of physical school environment, based on the expressed needs for a specific school, municipality, or district as well as evidence from existing research. Three studies have been conducted to fulfil the objective: (1) a systematic literature review and development of a theoretical model for analysing the role of the physical environment in schools; (2) semi structured interviews with teachers to get their conceptions of the physical school environment; (3) a stated preference study with experimental design as an online survey. Wordings from the transcripts from the interview study were used when designing the survey form. The aim of the stated preference study was to examine the usability of the method when applied in this new context of physical school environment. The result is the methodology with a mixed method chain where the first step involves a broad investigation of the specific circumstances and conceptions for the specific school, municipality, or district. The second step is to use the developed theoretical model and results from the literature study to analyse the results from the first step and transform them in to a format that fits the design of a stated preference study. The final step is a refined version of the procedure of the performed stated preference study.

Place, publisher, year, edition, pages
Borlänge: Dalarna University, 2016. p. 15
Series
Dalarna Licentiate Theses ; 5
National Category
Didactics
Research subject
Complex Systems – Microdata Analysis
Identifiers
urn:nbn:se:du-23200 (URN)978-91-85941-98-8 (ISBN)
Available from: 2016-09-28 Created: 2016-09-28 Last updated: 2018-12-12Bibliographically approved
Fahlström, M. (2014). Less is more - how to communicate simple but distinct. In: Summer School On Scientific Visualization And Presentation: Falun 16-18 June, 2014. Paper presented at Summer School On Scientific Visualization And Presentation, Falun 16-18 June, 2014 (pp. 18-18).
Open this publication in new window or tab >>Less is more - how to communicate simple but distinct
2014 (English)In: Summer School On Scientific Visualization And Presentation: Falun 16-18 June, 2014, 2014, p. 18-18Conference paper, Oral presentation with published abstract (Other (popular science, discussion, etc.))
Abstract [en]

When you present something you want the recipients to perceive the content the way you intend without ambiguity. A picture is worth a thousand words is a famous phrase. If this phrase is true - how do one control the thousand words? In this session I will present some ideas for my research in the light of the theme- Scientific Visualization and Presentation. My research is about class room noise and the impact on students chance of learning as intended. I will address questions such as: In what way is it useful to transform future results to a form of: Wasted Learning Units?

National Category
Didactics
Research subject
Complex Systems – Microdata Analysis
Identifiers
urn:nbn:se:du-15919 (URN)
Conference
Summer School On Scientific Visualization And Presentation, Falun 16-18 June, 2014
Available from: 2014-09-25 Created: 2014-09-25 Last updated: 2017-11-27Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0003-0768-7143

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