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Publications (10 of 18) Show all publications
Grundén, H. & Isberg, J. (2023). Representations of mathematics education in Swedish newspapers — Part of the structural influence on mathematics teaching. Canadian Journal of Science, Mathematics and Technology Education, 23, 228-240
Open this publication in new window or tab >>Representations of mathematics education in Swedish newspapers — Part of the structural influence on mathematics teaching
2023 (English)In: Canadian Journal of Science, Mathematics and Technology Education, ISSN 1492-6156, E-ISSN 1942-4051, Vol. 23, p. 228-240Article in journal (Refereed) Published
Abstract [en]

There is an ongoing public debate about mathematics education. This dialogue influences policymakers as well as mathematics teachers who are affected by these public ideas. Consequently, exploring the public debate, for example, by studying news media, is relevant for understanding teaching and learning in mathematics and also pertinent for researchers to actively participate in the debate about mathematics education. Representations of mathematics education, which emerged in a study of three national newspapers in Sweden, were explored. Articles relevant to the study were found in systematic searches in a media archive every fifth year between 1992 and 2017. Findings show that the construction of mathematics education in Swedish newspapers is multifaceted and complex, foregrounded by achievements, measurements, and various forms of teaching. Other parts of the construction involve teachers wanting to arouse positive feelings, but their attempts are often unsuccessful. While the construction of mathematics education is increasingly varied, the resulting positive and negative feelings and the tensions between representations contribute new insights, which are important to the field. 

Abstract [fr]

L’enseignement des mathématiques fait constamment l’objet d’un débat public. Cette discussion influence les décideurs politiques ainsi que les enseignants de mathématiques touchés par ces idées échangées dans le domaine public. Par conséquent, afin de comprendre l’enseignement et l’apprentissage des mathématiques, en plus de faciliter la participation active des chercheurs à la conversation portant sur l’enseignement des mathématiques, il est pertinent d’étudier ce débat public, par exemple en examinant les médias d’information. Ainsi, nous avons analysé les représentations faites de l’enseignement des mathématiques qui sont ressorties de l’examen de trois journaux nationaux en Suède. Des recherches systématiques effectuées dans des archives médiatiques tous les cinq ans entre 1992 et 2017 ont permis d’identifier des articles pertinents à cette étude. Les résultats montrent que la conception de l’enseignement des mathématiques dans les journaux suédois est multiforme et complexe, qu’elle met l’accent sur les réalisations, les évaluations et diverses formes d’enseignement. D’autres éléments incluent le fait que les enseignants veulent susciter des sentiments positifs, mais que leurs tentatives sont souvent infructueuses. L’accent placé sur les réalisations et les évaluations est conforme aux études antérieures menées au Canada; alors que la représentation de l’enseignement des mathématiques est de plus en plus variée, les sentiments positifs et négatifs qui en résultent, ainsi que les tensions entre les représentations, apportent de nouvelles perspectives, importantes pour le domaine.

Keywords
large-scale tests, mathematics education, news media, public debate, mathematics teaching
National Category
Pedagogical Work
Identifiers
urn:nbn:se:du-46382 (URN)10.1007/s42330-023-00277-y (DOI)001022616500001 ()2-s2.0-85164133154 (Scopus ID)
Available from: 2023-07-05 Created: 2023-07-05 Last updated: 2023-11-20Bibliographically approved
Grundén, H. & Roos, H. (2023). Towards epsitemic justice and inclusion through Diversity Valued Instruction. In: R. Marcone, P. Linardi, R. Milani, J. P. A. de Paolo, A. Moura Queiroz, & M. Tuchapesk de Silva (Ed.), Proceedings of the 12th International Conference of Mathematics Education and Society: Proofreading version. Paper presented at 12th International Conference of Mathematics Education and Society in Sao Paulo, Brasil (pp. 337-343).
Open this publication in new window or tab >>Towards epsitemic justice and inclusion through Diversity Valued Instruction
2023 (English)In: Proceedings of the 12th International Conference of Mathematics Education and Society: Proofreading version / [ed] R. Marcone, P. Linardi, R. Milani, J. P. A. de Paolo, A. Moura Queiroz, & M. Tuchapesk de Silva, 2023, p. 337-343Conference paper, Published paper (Refereed)
Abstract [en]

A starting point in this project presentation is that all students have the right to be valued as knowers in mathematics classrooms. We use epistemic justice, epistemic friction, and inclusion to argue for an extension of ideas about differentiated instruction and suggest an alternative concept – diversity valued instruction. Based on examples from mathematics teaching practice in Sweden, we present ideas about a study in which we want to illuminate possibilities and constraints when ideas of diversity valued instruction is implemented in mathematics teachers’ process of planning. 

Keywords
diversity, epistemic justice, inclusion, mathematics education, teacher development
National Category
Didactics
Identifiers
urn:nbn:se:du-46658 (URN)
Conference
12th International Conference of Mathematics Education and Society in Sao Paulo, Brasil
Available from: 2023-08-07 Created: 2023-08-07 Last updated: 2023-08-08Bibliographically approved
Mosvold, R., Grundén, H., Hoover, M., Nic Mhuiri, S. & Nowinska, E. (2022). Introduction to the work of TWG19: Mathematics Teaching and Teacher Practice(s). In: Hodgen, J., Geraniou, E., Bolondi, G. & Ferretti, F. (Ed.), Proceedings of the Twelfth Congress of the European Society for Research in Mathematics Education (CERME12).: . Free University of Bozen-Bolzano and ERME
Open this publication in new window or tab >>Introduction to the work of TWG19: Mathematics Teaching and Teacher Practice(s)
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2022 (English)In: Proceedings of the Twelfth Congress of the European Society for Research in Mathematics Education (CERME12). / [ed] Hodgen, J., Geraniou, E., Bolondi, G. & Ferretti, F., Free University of Bozen-Bolzano and ERME , 2022Chapter in book (Other academic)
Abstract [en]

This introduction for TWG19 offers a brief history of the group and describes past challenges the group has experienced when discussing papers-seeing papers as related and as contributing to a common effort. These challenges led us as TWG19 team leaders to develop three initiatives to support communication among researchers who work in different contexts with different purposes. The initiatives are presented and used to discuss the papers. We conclude with implications for the future.

Place, publisher, year, edition, pages
Free University of Bozen-Bolzano and ERME, 2022
National Category
Didactics
Identifiers
urn:nbn:se:du-45032 (URN)979-1-22-102537-8 (ISBN)
Available from: 2023-01-15 Created: 2023-01-15 Last updated: 2023-03-17Bibliographically approved
Grundén, H. & Roos, H. (2022). Planera för inkluderande matematikundervisning i ett stormigt landskap. In: Paola Valero, Lisa Björklund Boistrup, Iben Maj Christiansen, Eva Norén (Ed.), Matematikundervisningens sociopolitiska utmaningar: (pp. 281-298). Stockholm: Stockholm University Press
Open this publication in new window or tab >>Planera för inkluderande matematikundervisning i ett stormigt landskap
2022 (Swedish)In: Matematikundervisningens sociopolitiska utmaningar / [ed] Paola Valero, Lisa Björklund Boistrup, Iben Maj Christiansen, Eva Norén, Stockholm: Stockholm University Press, 2022, p. 281-298Chapter in book (Refereed)
Abstract [sv]

I detta kapitel diskuteras hur olika sociopolitiska vindar som blåser runt matematikundervisning påverkar förutsättningarna för både lärare och elever på olika nivåer. Fokus ligger på planering för en inkluderande matematikundervisning under dessa förutsättningar. Detta belyses utifrån de tidigare kapitlens ’vindriktningar’ samt vår egen forskning som fokuserar planering och inkludering i matematikundervisning. Utifrån de sociopolitiska beskrivningar som finns av mötet mellan elever, lärare och matematik kan vi se att det dels finns skillnader som uppträder över tid —förändringar som går från något mot något annat, men också förändringar som visar återkommande företeelser. För att synliggöra frågor om inkludering och planering inom ramen för dessa förändringar behövs en ständigt pågående debatt men det behövs också samverkan mellan forskare och lärare för att tillsammans kunna möta sociopolitiska utmaningar som uppstår när vi arbetar för en mer likvärdig och rättvis matematikundervisning. Det behövs även stöd och utrymme för lärare så att de kan tolka och navigera och genom ett informerat handlande planera för en inkluderande matematikundervisning.

Place, publisher, year, edition, pages
Stockholm: Stockholm University Press, 2022
Series
Stockholm Studies in Mathematics and Science Education ; 1
Keywords
planering, inkludering, matematikundervisning, sociopolitiska utmaningar
National Category
Educational Sciences
Identifiers
urn:nbn:se:du-44667 (URN)10.16993/bcc.m (DOI)978-91-7635-200-7 (ISBN)
Available from: 2022-12-21 Created: 2022-12-21 Last updated: 2023-03-17Bibliographically approved
Grundén, H. (2022). Textbooks as actors in the transformation of the intended curriculum. In: Hodgen, J., Geraniou, E., Bolondi, G. & Ferretti, F. (Ed.), Proceedings of the Twelfth Congress of the European Society for Research in Mathematics Education (CERME12): . Paper presented at Twelfth Congress of the European Society for Research in Mathematics Education (CERME12).
Open this publication in new window or tab >>Textbooks as actors in the transformation of the intended curriculum
2022 (English)In: Proceedings of the Twelfth Congress of the European Society for Research in Mathematics Education (CERME12) / [ed] Hodgen, J., Geraniou, E., Bolondi, G. & Ferretti, F., 2022Conference paper, Published paper (Refereed)
Abstract [en]

Teachers are central in the process of making learning situations out of intentions expressed in governing documents, such as the national curriculum. However, there is no straight line from intentions to learning situationsthe teacher actively designs the planned curriculum and the enacted curriculum. In the process of planning, the teacher interacts with the material, and her decisions are also influenced by, for example, textbooks. This study aims to explore in what ways the textbook participates in the process of planning, i.e., the transformation from intended to planned curriculum. Based on focus group discussions with primary teachers, results show a variety in teachers' relations to the textbook, which have consequences for how the textbook participates in decisions. Results also show that students' positive feelings about the textbook influence the planning and that textbooks sometimes function as "emergency exits" in the process of planning.

Keywords
curriculum, mathematics teachers, planning, textbook
National Category
Pedagogy
Identifiers
urn:nbn:se:du-45031 (URN)979-1-22-102537-8 (ISBN)
Conference
Twelfth Congress of the European Society for Research in Mathematics Education (CERME12)
Available from: 2023-01-15 Created: 2023-01-15 Last updated: 2023-03-17Bibliographically approved
Grundén, H. (2022). The planned curriculum—Not just a matter of teachers. Curriculum Journal, 33(2), 263-278
Open this publication in new window or tab >>The planned curriculum—Not just a matter of teachers
2022 (English)In: Curriculum Journal, ISSN 0958-5176, E-ISSN 1469-3704, Vol. 33, no 2, p. 263-278Article in journal (Refereed) Published
Abstract [en]

Teachers are responsible for teaching, and when they plan, they are part of a complex non-linear social practice of curriculum making. When planning, teachers draw on curriculum materials, which are often designed to promote reform; however, previous studies show that this is not always the case. A study on planning for mathematics teaching in Sweden showed that teachers are influenced by those who have formal and informal power when they plan. This article focuses on structural influence on teachers' planning as curriculum work and the possible consequences for teacher agency. The data comes from a focus group discussion about planning with mathematics teachers in primary school. Tools for the analysis were inspired by actor analysis and “three pillars of institutions”. Results show that the structural influence on teachers is at the regulative, the normative, and the cultural-cognitive levels. Regulative influence seems to be short-term, while cultural-cognitive influence seems to last over the long-term. The most prominent influence was normative and related to the textbook. Results shed light on teachers' curriculum work in the micro site of activity when they are planning for mathematics teaching. Based on the results, the article suggests that teachers—as key actors when it comes to teaching—must have the opportunity to discuss and problematize assumptions, ideas that are taken-for-granted, and power relations in curriculum making to achieve agency and be the professional agents of change they are expected to be.

Keywords
curriculum making, planning, structures, teacher agency
National Category
Pedagogy
Identifiers
urn:nbn:se:du-39683 (URN)10.1002/curj.151 (DOI)000758540700001 ()2-s2.0-85124967203 (Scopus ID)
Available from: 2022-02-22 Created: 2022-02-22 Last updated: 2023-04-14Bibliographically approved
Åkerstedt, J. & Grundén, H. (2021). Anpassa problemuppgifter. Stockholm: Skolverket
Open this publication in new window or tab >>Anpassa problemuppgifter
2021 (Swedish)Other (Other (popular science, discussion, etc.))
Place, publisher, year, pages
Stockholm: Skolverket, 2021. p. 6
Series
Lärportalen
National Category
Educational Sciences
Identifiers
urn:nbn:se:du-36914 (URN)
Note

Ingår i Lärportalens modul 

Matematik – Förskoleklass och grundskola åk 1–3

Modul: Problemlösning

Del 5: Anpassa problemuppgifter

Available from: 2021-05-19 Created: 2021-05-19 Last updated: 2023-04-14Bibliographically approved
Åkerstedt, J., Grundén, H. & Palmér, H. (2021). Problemlösning - ett vidgat perspektiv. Stockholm: Skolverket
Open this publication in new window or tab >>Problemlösning - ett vidgat perspektiv
2021 (Swedish)Other (Other (popular science, discussion, etc.))
Place, publisher, year, pages
Stockholm: Skolverket, 2021. p. 6
Series
Lärportalen
National Category
Educational Sciences
Identifiers
urn:nbn:se:du-36916 (URN)
Note

Ingår i Lärportalens modul 

Matematik – Förskoleklass och grundskola åk 1–3

Modul: Problemlösning

Del 8: Problemlösning – ett vidgat perspektiv 

Available from: 2021-05-19 Created: 2021-05-19 Last updated: 2023-04-14Bibliographically approved
Grundén, H., Eriksson, H. & Åkerstedt, J. (2021). Problemlösning som mål och medel. Stockholm: Skolverket
Open this publication in new window or tab >>Problemlösning som mål och medel
2021 (Swedish)Other (Other (popular science, discussion, etc.))
Place, publisher, year, pages
Stockholm: Skolverket, 2021. p. 6
Series
Lärportalen
National Category
Educational Sciences
Identifiers
urn:nbn:se:du-36913 (URN)
Note

Ingår i Lärportalens modul 

Matematik – Förskoleklass och grundskola åk 1–3

Modul: Problemlösning

Del 1: Problemlösning som mål och medel

Available from: 2021-05-19 Created: 2021-05-19 Last updated: 2023-04-14Bibliographically approved
Grundén, H. & Palmér, H. (2021). Synliggöra lärande i problemlösning. Stockholm: Skolverket
Open this publication in new window or tab >>Synliggöra lärande i problemlösning
2021 (Swedish)Other (Other (popular science, discussion, etc.))
Place, publisher, year, pages
Stockholm: Skolverket, 2021. p. 5
Series
Lärportalen
National Category
Educational Sciences
Identifiers
urn:nbn:se:du-36915 (URN)
Note

Ingår i Lärportalens modul 

Matematik – Förskoleklass och grundskola åk 1–3

Modul: Problemlösning

Del 7: Synliggöra lärande i problemlösning

Available from: 2021-05-19 Created: 2021-05-19 Last updated: 2023-04-14Bibliographically approved
Projects
Differentierad undervisning; Publications
Grundén, H. & Roos, H. (2023). Towards epsitemic justice and inclusion through Diversity Valued Instruction. In: R. Marcone, P. Linardi, R. Milani, J. P. A. de Paolo, A. Moura Queiroz, & M. Tuchapesk de Silva (Ed.), Proceedings of the 12th International Conference of Mathematics Education and Society: Proofreading version. Paper presented at 12th International Conference of Mathematics Education and Society in Sao Paulo, Brasil (pp. 337-343).
ReMATH
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0003-3087-7447

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