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  • 51.
    Sumpter, Lovisa
    Dalarna University, School of Education, Health and Social Studies, Mathematics Education.
    Preschool teachers' conceptions about mathematics2015In: 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.

  • 52.
    Sumpter, Lovisa
    Dalarna University, School of Education, Health and Social Studies, Mathematics Education.
    Recreational Mathematics - Only For Fun?2015In: Journal of Humanistic Mathematics, ISSN 2159-8118, E-ISSN 2159-8118, Vol. 5, no 1, p. 121-138Article in journal (Refereed)
    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?

  • 53.
    Sumpter, Lovisa
    Dalarna University, School of Education, Health and Social Studies, Mathematics Education.
    Taking a European perspective2015In: The proceedings of the 12th International Congress on Mathematics Education: Intellectual and attitudinal challenges / [ed] S.J. Cho, Springer, 2015, p. 161-165Conference paper (Refereed)
  • 54.
    Sumpter, Lovisa
    Dalarna University, School of Education, Health and Social Studies, Mathematics Education.
    Themes and interplay of beliefs in mathematical reasoning2013In: International Journal of Science and Mathematics Education, ISSN 1571-0068, E-ISSN 1573-1774, Vol. 11, no 5, p. 1115-1135Article in journal (Refereed)
    Abstract [en]

    Upper secondary students’ task solving reasoning was analysed with a focus on arguments for strategy choices and conclusions. Passages in their arguments for reasoning that indicated the students’ beliefs were identified and, by using a thematic analysis, categorized. The results stress three themes of beliefs used as arguments for central decisions: safety, expectations and motivation. Arguments such as ‘I don’t trust my own reasoning’, ‘mathematical tasks should be solved in a specific way’ and ‘using this specific algorithm is the only way for me to solve this problem’ exemplify these three themes. These themes of beliefs seem to interplay with each other, for instance in students’ strategy choices when solving mathematical tasks.

  • 55.
    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.

  • 56.
    Sumpter, Lovisa
    Dalarna University, School of Education, Health and Social Studies, Mathematics Education.
    Why Anna left academia2014In: Proceedings of the 38th Conference of the International Group for the Psychology of Mathematics Education and the 36th Conference of the North American Chapter of the Psychology of Mathematics Education (Vol. 5) / [ed] Nicol, C., Oesterle, S., Liljedahl, P., & Allan, D., Vancouver, Canada: PME , 2014, p. 217-224Conference paper (Refereed)
    Abstract [en]

    This paper aims to explain why Swedish female mathematicians decide not to work in academia. The stories of five women were merged into one narrative. Anna describes a struggle with her own self-identity in a gendered structure that most often involved implicit power. One of the main reasons for not working in a mathematics department after finishing their PhD was the difficulty in getting a job without support.

  • 57.
    Sumpter, Lovisa
    et al.
    Dalarna University, School of Education and Humanities, Mathematics Education.
    Blomqvist, Anna
    Elamari, Ulrika
    Grade 2 and grade 5 students' conceptions about mathematics and mathematics education2012In: Proceedings of NORMA 11: The sixth Nordic conference on mathematics education, Reykjavik, 2012, p. 187-196Conference paper (Refereed)
    Abstract [en]

    Students’ conceptions about mathematics and mathematics education were investigated with a special focus on emotions and motivation. The results show that both grades describe mathematics education as an individual activity taking place at a school bench with a workbook. But whereas grade 2 students are positively oriented towards mathematics, grade 5 students show a more negative view. Also, the dominance of intrinsic motivation indicated by grade 2 students was not repeated in grade 5, where the responses showed a movement towards extrinsic motivation.     

  • 58.
    Sumpter, Lovisa
    et al.
    Dalarna University, School of Education, Health and Social Studies, Mathematics Education.
    Hedefalk, Maria
    Uppsala Universitet.
    Preschool children's collective mathematical reasoning during free outdoor play2015In: Journal of Mathematical Behavior, ISSN 0732-3123, E-ISSN 1873-8028, Vol. 39, p. 1-10Article in journal (Refereed)
    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.

  • 59.
    Sumpter, Lovisa
    et al.
    Dalarna University, School of Education, Health and Social Studies, Mathematics Education.
    Sternevik, Emma
    Prospective teachers’ conceptions of what characterize a gifted student in mathematics2013Conference paper (Refereed)
    Abstract [en]

    This paper explores Swedish prospective teachers’ conceptions of what characterise a gifted student in mathematics. This was studied through a qualitative questionnaire focusing on attributions. The results show that a majority of the students attribute intrinsic motivation to gifted students, more often than extrinsic motivation. Other themes were other affective factors (e.g. being industrious), cognitive factors (e.g. easy to learn), and social factors such as good behaviour and background.

  • 60.
    Sundberg, Maria
    Dalarna University, School of Education, Health and Social Studies, Mathematics Education.
    A study of mathematics teachers conceptions of their own knowledge of technological pedagogical content knowlegde (TPACK)2015In: Views and Beliefs in Mathematics Education: Results of the 19th MAVI Conference / [ed] Bernack-Schüler, C., Erens, R., Leuders, T., Eichler, A., Springer, 2015, p. 159-169Chapter in book (Refereed)
    Abstract [en]

    In this study, a sample of mathematics teachers at upper secondary level rated their knowledge with respect to the key domains described by the Technological Pedagogical Content Knowledge (TPACK) framework. The results indicated that teachers expressed that they had a high level of knowledge in terms of pedagogy and content and the combination of these, but the knowledge level was lower in terms of technology such as software installation or troubleshooting of computers. The results also indicated that there were small differences in the expressed level of knowledge between sexes and years of teaching experience. The study indicated that effective integration of digital tools should include training both in the educational use and the actual operation of the tools.

  • 61.
    Teledahl, Anna
    Dalarna University, School of Education, Health and Social Studies, Mathematics Education. Örebro universitet.
    Different modes in teachers' discussions of students' mathematical texts2015In: Teaching and Teacher Education: An International Journal of Research and Studies, ISSN 0742-051X, E-ISSN 1879-2480, Vol. 51, p. 68-76Article in journal (Refereed)
    Abstract [en]

    The study aims to examine elementary school mathematics teachers' ways of discussing students' mathematical texts. Nineteen teachers were interviewed in groups and asked to discuss 15 texts. The object of study is the teachers' collective discussions, analyzed using a discourse analytic approach. Findings indicate that two different modes are visible in the discussions: a pedagogical mode, connected to the teachers' position as pedagogues and where identification of students' strategies is foregrounded, and an assessment mode, connected to the teachers' position as examiners, in which a deficiency perspective is adopted that views particular features as 'missing' from the texts.

  • 62.
    Teledahl, Anna
    Dalarna University, School of Education, Health and Social Studies, Mathematics Education.
    How young students communicate their mathematical problem solving in writing2017In: International journal of mathematical education in science and technology, ISSN 0020-739X, E-ISSN 1464-5211, Vol. 48, no 4, p. 555-572Article in journal (Refereed)
    Abstract [en]

    This study investigates young students’ writing in connection to mathematical problem solving. Students’ written communication has traditionally been used by mathematics teachers in the assessment of students’ mathematical knowledge. This study rests on the notion that this writing represents a particular activity which requires a complex set of resources. In order to help students develop their writing, teachers need to have a thorough knowledge of mathematical writing and its distinctive features. The study aims to add to the body of knowledge about writing in school mathematics by investigating young students’ mathematical writing from a communicational, rather than mathematical, perspective. A basic inventory of the communicational choices, that are identifiable across a sample of 519 mathematical texts, produced by 9–12 year old students, is created. The texts have been analysed with multimodal discourse analysis, and the findings suggest diversity in students’ use of images, words, numerals, symbols and layout to organize their texts and to represent their problem-solving process along with an answer to the problem. The inventory and the indication that students have different ideas on how, what, for whom and why they should be writing, can be used by teachers to initiate discussions of what may constitute good communication. 

  • 63.
    Teledahl, Anna
    Dalarna University, School of Education, Health and Social Studies, Mathematics Education. Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Knowledge and writing in school mathematics: a communicational approach2016Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    This thesis is about young students’ writing in school mathematics and the ways in which this writing is designed, interpreted and understood. Students’ communication can act as a source from which teachers can make inferences regarding students’ mathematical knowledge and understanding. In mathematics education previous research indicates that teachers assume that the process of interpreting and judging students’ writing is unproblematic. The relationship between what students’ write, and what they know or understand, is theoretical as well as empirical. In an era of increased focus on assessment and measurement in education it is necessary for teachers to know more about the relationship between communication and achievement. To add to this knowledge, the thesis has adopted a broad approach, and the thesis consists of four studies. The aim of these studies is to reach a deep understanding of writing in school mathematics. Such an understanding is dependent on examining different aspects of writing. The four studies together examine how the concept of communication is described in authoritative texts, how students’ writing is viewed by teachers and how students make use of different communicational resources in their writing. The results of the four studies indicate that students’ writing is more complex than is acknowledged by teachers and authoritative texts in mathematics education. Results point to a sophistication in students’ approach to the merging of the two functions of writing, writing for oneself and writing for others. Results also suggest that students attend, to various extents, to questions regarding how, what and for whom they are writing in school mathematics. The relationship between writing and achievement is dependent on students’ ability to have their writing reflect their knowledge and on teachers’ thorough knowledge of the different features of writing and their awareness of its complexity. From a communicational perspective the ability to communicate [in writing] in mathematics can and should be distinguished from other mathematical abilities. By acknowledging that mathematical communication integrates mathematical language and natural language, teachers have an opportunity to turn writing in mathematics into an object of learning. This offers teachers the potential to add to their assessment literacy and offers students the potential to develop their communicational ability in order to write in a way that better reflects their mathematical knowledge.

  • 64.
    Teledahl, Anna
    Dalarna University, School of Education, Health and Social Studies, Mathematics Education.
    Mathematics teachers’ assessment of accounts of problem solving2017In: Proceedings of the Tenth Congress of the European Society for Research in Mathematics Education (CERME10, February 1-5, 2017) / [ed] Dooley, T., & Gueudet, G., Dublin, 2017, p. 3596-3603Conference paper (Refereed)
  • 65.
    Teledahl, Anna
    et al.
    Dalarna University, School of Education, Health and Social Studies, Mathematics Education.
    Sumpter, Lovisa
    Dalarna University, School of Education, Health and Social Studies, Mathematics Education.
    What is noticed in students' mathematical texts?2015In: 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, 2015Conference paper (Refereed)
  • 66.
    Teledahl, Anna
    et al.
    Dalarna University, School of Education, Health and Social Studies, Mathematics Education.
    Taflin, Eva
    Dalarna University, School of Education, Health and Social Studies, Mathematics Education.
    Identifying what in Students’ Mathematical Texts?2014In: Proceedings of the Joint Meeting of PME 38 and PME-NA / [ed] Liljedahl, P., Nicol, C., Oesterle, S., & Allan, D, Vancouver: PME , 2014, p. 242-242Conference paper (Refereed)
  • 67.
    Teledahl, Anna
    et al.
    Dalarna University, School of Education, Health and Social Studies, Mathematics Education.
    Taflin, Eva
    Dalarna University, School of Education, Health and Social Studies, Mathematics Education.
    Bjerneby Häll, Maria
    Dalarna University, School of Education, Health and Social Studies, Mathematics Education.
    Assessment in distance courses in mathematics and mathematics education2012In: Proceedings of NORMA 11: the sixth Nordic conference on mathematics education in Reykjavik, May 11-14 2011. / [ed] Gunnarsdottir, G. H., 2012, p. -50Conference paper (Refereed)
    Abstract [en]

    The aim of this study is to increase general understanding of the factors influencing teachers’ choices of assessment tasks in distance courses in university mathematics and mathematics education. Six interviews were conducted in which teachers elaborated on their reasoning concerning choices of assessment tasks. The results show that the forms of assessment tasks used in distance education, along with the reasoning preceding the choice of these tasks, differ little from those used in campus based education. One possible explanation for this can be that nearly all assessment tasks described in the interviews were conducted in face-to-face situations. The technical aspects of modern distance education seem to have a minor influence on the choice of form ofassessment.

  • 68.
    Tingbratt, Emma
    Dalarna University, School of Education, Health and Social Studies, Mathematics Education.
    Vad är algebra och vad ska man ha det till?: En studie av några högstadieelevers uppfattningar om algebra2014Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
  • 69.
    Wahlberg, Maria
    Dalarna University, School of Education and Humanities, Mathematics Education.
    Matematik i skolan: Intresse och påverkan2009Independent thesis Basic level (degree of Bachelor)Student thesis
    Abstract [sv]

    Syftet med studien var att genom intervjuer av elever och lärare undersöka hur matematikintresset såg ut hos eleverna i år 4,5 och 6. Eleverna hade ett svalt intresse för matematik, de upplevde intresse som att vara duktig,räkna mycket i matteboken och att tycka matematik är roligt. Matematik upplevdes som något man gör i skolan vilket upplevdes som tråkigt och något man måste göra. Problemlösning upplevdes som roligt men var enligt eleverna egentligen inte matematik. Lärarna upplevde eleverna som intresserade och duktiga och till skillnad från eleverna ansåg de att intresse är en drivkraft, entusiasm, en vilja att ta sig framåt samt glädje. Föräldrarnas påverkan var både positiv och negativ för eleverna men mest negativ för lärarna. Slutsatsen blir att eleverna har ett svagt intresse för matematik. I de fall där ett intresse fanns var det föräldrar, äldre syskon och lärare som påverkat eleverna till detta intresse.

  • 70.
    Warström, Jennie
    et al.
    Dalarna University, School of Education and Humanities, Mathematics Education.
    Ledin Otterud, Maria
    Dalarna University, School of Education and Humanities, Mathematics Education.
    Hur många dagar har det tagit? Typ 100: En kvalitativ studie om barns matematik i förskolan2010Independent thesis Basic level (degree of Bachelor)Student thesis
    Abstract [sv]

    Undersökningens syfte var att ta reda på vilken matematik som förekommer på förskolan, och i vilka situationer. Vi ville även ta reda på om pedagogerna synliggjorde matematiken i de organiserade aktiviteterna, och i så fall vilken matematik. Vi genomförde en kvalitativ undersökning genom totalt elva observationer på en förskola under tre dagar. Observationerna utförde vi tillsammans och dessa var både strukturerade med hjälp av ett observationsschema samt ostrukturerade. De tekniker vi använt oss av är bandinspelning via diktafon samt anteckningar. Observationerna fördelades vid olika tillfällen under dagen, under tre kategorier: fri lek, valstund, och organiserade aktiviteter. Resultatet visade att tid, rum och formkategorin dominerar när det gäller det matematiska innehållet i den fria leken och valstunden. Däremot i de organiserade aktiviteterna dominerade tal och antal, dock marginellt. Kategorin sortering hittade vi i mycket liten mån men mönster hittade vi överhuvudtaget inte i vårt resultat. Slutsatsen av vår undersökning blev att vardagsmatematik förekommer på förskolan i allra högsta grad och barnen befinner sig bland matematik i allt de gör, precis som vi hade trott. Pedagogerna synliggjorde matematik i viss mån, men vi skulle gärna ha sett att de lade ännu större vikt vid detta och tog fasta på barnens initiering av matematik och ledde dem framåt i deras matematiska tänkande.

  • 71.
    Wedman, Lotta
    Dalarna University, School of Education, Health and Social Studies, Mathematics Education.
    A concept analysis of the notion concept: Contributions of an analysing tool2018In: Proceedings of the 42nd Conference of the International Group for the Psychology of Mathematics Education (Vol. 4) / [ed] E. Bergqvist, M. Österholm, C. Granberg, & L. Sumpter, Umeå, Sweden, 2018, p. 411-418Conference paper (Refereed)
    Abstract [en]

    The word ‘concept’ is used with several meanings in mathematics education. In order to obtain a coherent theoretical framework, a concept analysis of the notion concept is performed for some current frameworks in the field. The taken approach includes creating a tool for analysing views on concept, based on a literature review in philosophy. This tool uses three distinctions of views on concept: mental versus abstract, subjective versus intersubjective, and molecular versus holistic. Examples from texts in mathematics education are given, where the three distinctions are present. Further, the taken approach offers a perspective on concept that simplifies comparisons between frameworks.

  • 72.
    Wedman, Lotta
    Dalarna University, School of Education, Health and Social Studies, Mathematics Education.
    Views on concept in the framework of Three worlds of mathematics: A concept analysis2018In: Perspectives on professional development of mathematics teachers: Proceedings of MADIF 11 / [ed] J. Häggström, Y. Liljekvist, J. Bergman Ärlebäck, M. Fahlgren & O. Olande, Göteborg, Sweden, 2018, p. 121-130Conference paper (Refereed)
    Abstract [en]

    There are examples of conceptual incoherencies within the field of mathematics education. In this paper, a concept analysis of the notion concept in Tall’s framework of Three worlds of mathematics is conducted. In the first phase of the study, an analysing tool is constructed from a literature review in philosophy and cognitive science. This tool makes two distinctions. One distinction is between views considering concepts as abstract and views considering concepts as mental. The other distinction is between views considering concepts as intersubjective and views considering concepts as subjective. Preliminary results show that different views on concept are mixed in the framework of Three worlds of mathematics.

  • 73.
    Wiker, Sarah
    et al.
    Dalarna University, School of Education and Humanities, Mathematics Education.
    Blixt, Andreas
    Dalarna University, School of Education and Humanities, Mathematics Education.
    Diagnostisering av elever i geometri: En studie med utgångspunkt i van Hieles teori2005Independent thesis Basic level (degree of Bachelor)Student thesis
    Abstract [sv]

    Detta är en studie som har sin utgångspunkt i Pierre M. van Hieles teori om lärande i geometri, som presenterades 1986 i boken Structure and Insight. Van Hiele har i boken vidareutvecklat sin och Dina van Hiele-Geldofs ursprungliga lärandeteori från 1955. Vår studie har som syfte att se om van Hieles teori går att tillämpa i en individuell, skriftlig diagnos för att nivåbestämma elever i årskurs 1 på gymnasiet.

  • 74.
    Åberg, Erik
    Dalarna University, School of Education and Humanities, Mathematics Education.
    Datorstöd i matematikundervisningen: en studie av hur och varför några matematiklärare på gymnasiet använder datorer i sin undervisning2010Independent thesis Basic level (degree of Bachelor)Student thesis
    Abstract [sv]

    Att använda datorer i matematikundervisningen kan huvudsakligen ha två olika syften. Antingen kan syftet vara att eleverna ska lära sig använda datorer och tekniska hjälpmedel (vilket ingår i flera av gymnasieskolans kursplaner) eller så används datorer och tekniska hjälpmedel som ett hjälpmedel i själva undervisningen så att eleverna kan lära sig matematiken på ett bättre sätt. Den senare aspekten har undersökts i detta arbete. Fem lärare har berättat hur de tar datorn till hjälp för att eleverna skall ta till sig matematiken på ett bättre och effektivare sätt och två olika användningssätt har här kunnat identifieras. Det första sättet är att läraren använder datorn som ett hjälpmedel vid genomgångar, då läraren använder datorn och eleverna tittar på en storbild och ser vad läraren gör, som en föredrags-hållare använder en overhead eller PowerPoint. Alla intervjuade lärarna använder datorn på det sät-tet. Ett par lärare har också erfarenhet av att låta eleverna själva laborera eller lösa uppgifter vid da-torn, vilket är det andra identifierade arbetssättet. Alla lärarna tycker att datorn har berikat deras genomgångar och gjort genomgångarna både bättre och effektivare. Det ger läraren möjligheter att visa fler exempel och rörliga bilder. Eleverna förstår genomgångarna bättre och snabbare och därmed frigörs tid till elevaktivt arbete. Det andra arbets-sättet, när eleverna själva använder datorn, är inte prövat av alla intervjuade lärare men på sikt vill de öka elevernas aktiva arbete vid datorerna i form av laborationer eller uppgifter att lösa med hjälp av datorn. Det datorprogram som det visar sig att samtliga fem intervjuade lärare använder regelbundet är GeoGebra men även andra program används. Gemensamt för de intervjuade lärarna är deras entusiasm och positiva inställning till datoranvändan-det och deras iver och intresse att förbättra det ytterligare genom att hitta, eller att själv konstruera, ännu bättre program och applikationer.

  • 75.
    Östensson, Erika
    Dalarna University, School of Education, Health and Social Studies, Mathematics Education.
    Begreppsförståelse i matematikundervisningen: En studie om hur matematikundervisning bidrar till att främja andraspråkselevers begreppsförståelse i årskurs tre2018Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Antalet andraspråkselever har ökat i den svenska skolan och många av dessa elever har inte utvecklat tillräckliga kunskaper för att nå matematisk begreppsförståelse. Syftet med denna studie är att från ett lärarperspektiv undersöka på vilka kommunikationssätt matematikundervisningen bidrar till att främja andraspråkselevers begreppsförståelse. För att kunna besvara arbetets syfte och frågeställningar har en empirisk studie gjorts genom observationer i en årskurs tre och intervju med en matematiklärare. Materialet som insamlats har analyserats utifrån bland annat Prediger et al. (2012) tre grundidéer om språkväxling i matematikundervisning. Resultatet visade att kommunikationssättet i en matematikundervisning är viktigt för att främja andraspråkselevers begreppsförståelse i matematik. Vidare visade resultatet att en språkväxling mellan elevernas första– och andraspråk till en viss del kan vara fördelaktigt. Dessutom visade resultatet att det är gynnsamt att växla mellan skolspråk och vardagsspråk i matematikundervisningen. Resultatet visade även att det är bra att använda sig av olika matematiska representationer för att underlätta för andraspråkselever i matematikundervisningen. De slutsatser som dragits utifrån studiens resultat är att kommunikationen i matematikundervisningen är av stor vikt för andraspråkselevers utveckling i matematik.

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