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  • 1.
    Erixon, Eva-Lena
    Dalarna University, School of Education, Health and Social Studies, Mathematics Education.
    Convergences and influences of discourses in an online professional development course for mathematics teachers2017In: Nordisk matematikkdidaktikk, ISSN 1104-2176, Vol. 22, no 1Article in journal (Refereed)
    Abstract [en]

    Despite the ever-increasing number of online professional development (OPD) courses, few studies have examined online education for mathematics teachers. This article reports on a case study of discourses in an OPD course for mathematics teachers concerning the convergence and influence of discourses in course seminar discussions and in mathematics teaching in school when course participants are given the task of translating their insights into actual teaching, with a focus on the participants’ discussions of their own and one another’s video-recorded lessons. The analysis shows that there is a convergence of discourses in the seminars and in the school context related to a focus on concepts and everyday life connections. However, the study also suggests that there is a risk of students remaining outside in an ”everyday discourse”, in which knowledge of mathematics might be useful, but mathematics is discussed in imprecise and simplified terms.

  • 2.
    Fahlström, Magnus
    et al.
    Dalarna University, School of Technology and Business Studies, Microdata Analysis.
    Sumpter, Lovisa
    Stockholm University.
    A model for the role of the physical environment in mathematics education2018In: Nordisk matematikkdidaktikk, ISSN 1104-2176, Vol. 3, no 1Article in journal (Refereed)
    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.

  • 3.
    Sumpter, Lovisa
    Dalarna University, School of Education and Humanities, Mathematics Education.
    Upper secondary school students’ gendered conceptions about affect in mathematics2012In: Nordisk matematikkdidaktikk, ISSN 1104-2176, Vol. 17, no 2, p. 27-47Article in journal (Refereed)
    Abstract [en]

    This study explores upper secondary school students’ conceptions about gender and affect in mathematics. Two groups of students from Swedish Natural Science Programme each answered a questionnaire; the first with a focus on boys and girls in general and the other with a focus on individuals themselves. The results from two questionnaires were compared. The first questionnaire revealed a view of rather traditional femininities and masculinities, a result that did not repeat itself in the second questionnaire. There was a discrepancy between traits students ascribed as gender different and traits students ascribed to themselves.

1 - 3 of 3
CiteExportLink to result list
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Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • chicago-author-date
  • chicago-note-bibliography
  • Other style
More styles
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  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
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