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Attorps, Iris
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Publications (10 of 43) Show all publications
Attorps, I. & Kellner, E. (2017). School-€“University Action Research: Impacts on Teaching Practices and Pupil Learning. International Journal of Science and Mathematics Education, 15(2), 313-330
Open this publication in new window or tab >>School-€“University Action Research: Impacts on Teaching Practices and Pupil Learning
2017 (English)In: International Journal of Science and Mathematics Education, ISSN 1571-0068, E-ISSN 1573-1774, Vol. 15, no 2, p. 313-330Article in journal (Refereed) Published
Abstract [en]

The aim of this article is to describe a design and implementation of a school–university action research project about teaching and learning biology and mathematics in primary school. Nine teachers in grades 1 to 6, in collaboration with two researchers, were using content representation (CoRe) in learning study (LS)-inspired cycle as pedagogical tools when planning, implementing, and reflecting on lessons and pupil learning. By using pre- and post-tests, the teachers acquired knowledge about pupil subject-specific knowledge and learning. Some examples are given on how the tools in the project influenced the teaching practices and pupil learning. This research design brought together university and school practitioners to work collaboratively in a professional learning community, which developed teaching and learning in biology and mathematics.

Keywords
Action research, Content representation, Learning study, Professional development, Professional learning community
National Category
Didactics Mathematics
Identifiers
urn:nbn:se:hig:diva-20613 (URN)10.1007/s10763-015-9686-6 (DOI)000391393300007 ()2-s2.0-84944710362 (Scopus ID)
Funder
Sida - Swedish International Development Cooperation Agency
Available from: 2015-11-19 Created: 2015-11-19 Last updated: 2018-03-13Bibliographically approved
Attorps, I., Björk, K. & Radic, M. (2016). Generating the patterns of variation with GeoGebra: the case of polynomial approximations. International journal of mathematical education in science and technology, 47(1), 45-57
Open this publication in new window or tab >>Generating the patterns of variation with GeoGebra: the case of polynomial approximations
2016 (English)In: International journal of mathematical education in science and technology, ISSN 0020-739X, E-ISSN 1464-5211, Vol. 47, no 1, p. 45-57Article in journal (Refereed) Published
Abstract [en]

In this paper, we report a teaching experiment regarding the theory of polynomial approximations at the university mathematics teaching in Sweden. The experiment was designed by applying Variation theory and by using the free dynamic mathematics software GeoGebra. The aim of this study was to investigate if the technology-assisted teaching of Taylor polynomials compared with traditional way of work at the university level can support the teaching and learning of mathematical concepts and ideas. An engineering student group (n = 19) was taught Taylor polynomials with the assistance of GeoGebra while a control group (n = 18) was taught in a traditional way. The data were gathered by video recording of the lectures, by doing a post-test concerning Taylor polynomials in both groups and by giving one question regarding Taylor polynomials at the final exam for the course in Real Analysis in one variable. In the analysis of the lectures, we found Variation theory combined with GeoGebra to be a potentially powerful tool for revealing some critical aspects of Taylor Polynomials. Furthermore, the research results indicated that applying Variation theory, when planning the technology-assisted teaching, supported and enriched students’ learning opportunities in the study group compared with the control group. 

Keywords
mathematics, Taylor polynomial, teaching, university education, Variation theory
National Category
Mathematics
Identifiers
urn:nbn:se:hig:diva-19944 (URN)10.1080/0020739X.2015.1046961 (DOI)000366674100003 ()2-s2.0-84930156781 (Scopus ID)
Available from: 2015-06-30 Created: 2015-06-30 Last updated: 2018-03-13Bibliographically approved
Kellner, E. & Attorps, I. (2016). Kollegialt lärande: aktionsforskning i biologi- och matematikundervisning (1ed.). In: Mikael Björling (Ed.), Ämnesdidaktiska utmaningar - inom matematik, naturvetenskap och teknik: (pp. 61-74). Gävle: Gävle University Press
Open this publication in new window or tab >>Kollegialt lärande: aktionsforskning i biologi- och matematikundervisning
2016 (Swedish)In: Ämnesdidaktiska utmaningar - inom matematik, naturvetenskap och teknik / [ed] Mikael Björling, Gävle: Gävle University Press , 2016, 1, p. 61-74Chapter in book (Other academic)
Place, publisher, year, edition, pages
Gävle: Gävle University Press, 2016 Edition: 1
Series
Lärarutbildningens skriftserie, ISSN 1652-0955 ; 7
National Category
Other Biological Topics Didactics
Identifiers
urn:nbn:se:hig:diva-23046 (URN)978-91-974893-6-2 (ISBN)978-91-974893-7-9 (ISBN)
Available from: 2016-12-14 Created: 2016-12-14 Last updated: 2018-03-13Bibliographically approved
Attorps, I. & Radic, M. (2016). Variationsteoretiskt perspektiv på matematikundervisningen (1ed.). In: Mikael Björling (Ed.), Ämnesdidaktiska utmaningar - inom matematik, naturvetenskap och teknik: (pp. 15-26). Gävle: Gävle University Press
Open this publication in new window or tab >>Variationsteoretiskt perspektiv på matematikundervisningen
2016 (Swedish)In: Ämnesdidaktiska utmaningar - inom matematik, naturvetenskap och teknik / [ed] Mikael Björling, Gävle: Gävle University Press , 2016, 1, p. 15-26Chapter in book (Other academic)
Place, publisher, year, edition, pages
Gävle: Gävle University Press, 2016 Edition: 1
Series
Lärarutbildningens skriftserie, ISSN 1652-0955 ; 7
National Category
Didactics Mathematics
Identifiers
urn:nbn:se:hig:diva-23303 (URN)978-91-974893-6-2 (ISBN)978-91-974893-7-9 (ISBN)
Available from: 2017-01-12 Created: 2017-01-12 Last updated: 2018-03-13Bibliographically approved
Attorps, I., Hector, S. & Radić, M. (2015). Creating the patterns of variation with GeoGebra when teaching derivative graphs for first year engineering students. International Journal of Engineering ,Science and Innovative Technology, 31(6), 1605-1612
Open this publication in new window or tab >>Creating the patterns of variation with GeoGebra when teaching derivative graphs for first year engineering students
2015 (English)In: International Journal of Engineering ,Science and Innovative Technology, ISSN 0949-149X, E-ISSN 2277-3754, Vol. 31, no 6, p. 1605-1612Article in journal (Refereed) Published
Abstract [en]

The present study investigates how technology assisted and designed teaching influences engineering students’ understanding of the connection between the graph of a function and its derivatives. An engineering student group (n = 27) was taught with the assistance of GeoGebra while a control group (n =20) was taught in a traditional way. The data of the study consist of the documents and photos of the observation of two lectures and the students’ answers to the pre and post tests. In our theoretical framework we discuss the distinction between conceptual and procedural knowledge. When creating the teaching sequences we applied variation theory. In the analysis of the students’ pre and post tests results we applied statistical methods. Our experiment revealed that the GeoGebra-assisted teaching design created more opportunities for students to grasp the connection between a function and its derivatives.

Keywords
Education, Assisted teachings, Conceptual knowledge, First-year engineering, Procedural knowledge, Teaching sequences, Technology variations, Theoretical framework, Variation theories, Students
National Category
Mathematics Didactics
Identifiers
urn:nbn:se:hig:diva-20907 (URN)000366351400016 ()2-s2.0-84949192013 (Scopus ID)
Available from: 2015-12-21 Created: 2015-12-21 Last updated: 2018-03-13Bibliographically approved
Kellner, E. & Attorps, I. (2015). Primary school teachers' concerns and needs in biology and mathematics teaching. NorDiNa: Nordic Studies in Science Education, 11(3), 282-292
Open this publication in new window or tab >>Primary school teachers' concerns and needs in biology and mathematics teaching
2015 (English)In: NorDiNa: Nordic Studies in Science Education, ISSN 1504-4556, E-ISSN 1894-1257, Vol. 11, no 3, p. 282-292Article in journal (Refereed) Published
Abstract [en]

The aim of this paper is to provide insights into nine primary school teachers’ concerns and instructional needs in biology and mathematics, grades 1 to 6. By using Content Representation, combined with Learning Study in an action research project, teachers were encouraged to reflect on their conceptions, processes of instructing and pupil learning. From concerns articulated by teachers three instructional needs emerged: (i) to make subject progression, especially in biology, and pupil learning more visible, (ii) to develop mathematics teaching in order to change pupils’ views of the subject, and (iii) to develop teachers’ subject matter knowledge and teaching in an ongoing collaborative process.  The paper argues that in order to stimulate teacher professional development it is important to make teacher concerns and thereby needs explicit. They help teachers to identify and reflect on relations between teacher subject matter knowledge, pedagogical content knowledge and pupil learning.

Keywords
biology and mathematics, teacher knowledge and professional learning communities, primary school, content representation and Learning study
National Category
Other Natural Sciences
Identifiers
urn:nbn:se:hig:diva-23043 (URN)
Available from: 2016-12-14 Created: 2016-12-14 Last updated: 2018-03-13Bibliographically approved
Kellner, E. & Attorps, I. (2014). Kollegialt lärande om progression i biologi- och matematikundervisning. Nämnaren : tidskrift för matematikundervisning, 41(4), 3-8
Open this publication in new window or tab >>Kollegialt lärande om progression i biologi- och matematikundervisning
2014 (Swedish)In: Nämnaren : tidskrift för matematikundervisning, ISSN 0348-2723, Vol. 41, no 4, p. 3-8Article in journal (Other (popular science, discussion, etc.)) Published
Abstract [sv]

Kan man utveckla undervisningen i biologi och matematik samtidigt? Ett lärarlag samarbetade med två forskare för att undersöka och svara på frågan. De undervisningsområden som valdes ut handlar om ekosystem och övergången mellan aritmetik och algebra.

Place, publisher, year, edition, pages
Göteborg: Nationellt centrum för matematikutbildning (NCM), 2014
National Category
Other Natural Sciences Mathematics Biological Sciences Educational Sciences
Identifiers
urn:nbn:se:hig:diva-18205 (URN)
Available from: 2014-11-27 Created: 2014-11-27 Last updated: 2018-12-03Bibliographically approved
Attorps, I., Nordlander, E. & Nordström, G. (2013). MST education in Swedish preschool. In: : . Paper presented at 10th Conference of the European Science Education Research Association (ESERA 2013), Nicosia, Cyprus, 2-7 september 2013.
Open this publication in new window or tab >>MST education in Swedish preschool
2013 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

The present study is part of the EU-Fp7 project SECURE. The research question in the present study is: How is the current Swedish MST curriculum for preschool implemented by the teachers, and perceived by the 5-year old learners?

The introduction of a revised preschool curriculum in 2011 has given MST a prominent place in Swedish preschool, and may be intended by the authorities to change the weak positions and declining trends in the PISA and TIMSS surveys for Swedish school children. The new teaching task seems to be highly appreciated by the preschool teachers. However, the curriculum is quite ambitious, and a major concern is how the implementation will be done. The concept of ”emergent science” is discussed in order to induce positive attitudes towards MST.

In this study, semi-structured interviews with teachers in 15 Swedish preschools are the main source of information combined with some interviews with learners and photographic materials. The method for the analysis uses a category system of which results from some of the categories are reported.

The preschool teachers are aware of the new role as teachers rather than just child minders. The revised curriculum seems to increase the self-confidence for MST of the learners as well as the teachers. The teachers say that the learners are interested in MST and that it is a case of catching opportunities, which may lead to emergent science. The 5-year old learners confirm that they like the activities related to MST.

Working with hypotheses and storyline activities is shown as an example how emergent science can be promoted in 5-year old children. Activities connected to ”emerging science” have been common in Swedish preschools for some time, but after the implementation of the revised curriculum teachers also verbalize this for themselves and the learners.

Keywords
Sweden, preschool, mathematics, science, technology, emergent science
National Category
Learning
Identifiers
urn:nbn:se:hig:diva-15162 (URN)
Conference
10th Conference of the European Science Education Research Association (ESERA 2013), Nicosia, Cyprus, 2-7 september 2013
Projects
Secure, EU-Fp7
Funder
EU, FP7, Seventh Framework Programme, FP7_Science in society 2010-266640
Available from: 2013-09-09 Created: 2013-09-09 Last updated: 2018-04-25Bibliographically approved
Attorps, I., Nordlander, E. & Nordström, G. (2013). MST-utbildning i den svenska förskolan. In: : . Paper presented at Den fjerde nordiske fagdidaktikkonferansen, NOFA4, 29-31/5, 2013, Trondheim, Norge.
Open this publication in new window or tab >>MST-utbildning i den svenska förskolan
2013 (Swedish)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [sv]

Svenska elever hamnar efter i PISA- och TIMSS-undersökningarna. I matematik har matningarna visat på sjunkande kunskaper sedan början av 2000-talet och i naturvetenskap ligger de svenska eleverna ständigt under det internationella genomsnittet. Detta är alarmerande för landet och skälen bör utredas.Som en del i EU-projektet SECURE inom ramprogrammet Fp7 presenteras resultat från lokal forskning om genomförandet av MST-kursplanerna och attityder till ämnena bland lärare och elever. Med MST avser vi matematik, naturvetenskap och teknik. Intervjuer och enkäter har utförts bland lärare och elever i 47 klasser i 15 skolenheter i några mellansvenska kommuner. De åldersgrupper som studerats är elever från åldersgrupperna 5, 8, 11 resp. 13 år. Vi fokuserar här på förskolans verksamhet, d.v.s. arbetet med 5-åringar.Som en följd av införandet 2011 av en reviderad läroplan för förskolan, kan vi se att MST har fått en framträdande plats i den svenska förskolan som verkar vara mycket uppskattad av förskollärarna. I den reviderade läroplanen framgår att förskollärare ska ansvara för att arbetet i barngruppen genomförs så att barnen stimuleras och utmanas i sin matematiska utveckling, samt stimuleras och utmanas i sitt intresse för naturvetenskap och teknik. Exempel på hur de skall gå tillväga finns också i läroplanen. Detta kan i praktiken uppfattas som en informell tidigareläggning av den obligatoriska skolan i Sverige, eftersom förskolan inte är obligatorisk men utnyttjas av de allra flesta. Det skulle därmed kunna innebära en vändpunkt för resultaten i grundskolan och förhoppningsvis ge avtryck i kommande PISA- och TIMSS-undersökningar.De förskollärare som intervjuats är medvetna om vikten av att undervisa MST i förskolan. Detta tydliggörs av några uttalanden från intervjuade förskollärare. 'Det som är nytt nu är att man pratar om lärare och att vi utbildar barnen.' 'Det här lärandet är för livet. Det är inte bara för individen. Verksamheten på förskolan bidrar till hela samhällsutvecklingen.' Även föräldrarnas förväntningar på förskolan har förändrats. 'Föräldrarna uppskattar resultaten i matematik och ser förskolan som en skolform snarare än förvaring av barn.'I denna presentation ges exempel på hur MST-ämnena undervisas på ett integrerat sätt i förhållande till den praxis som råder i svenska förskolan, samt i förhållande till ålder och mognad hos barnen.

Keywords
emergent science, Sverige, förskola, matematik, naturvetenskap, teknik
National Category
Educational Sciences Learning
Identifiers
urn:nbn:se:hig:diva-15161 (URN)
Conference
Den fjerde nordiske fagdidaktikkonferansen, NOFA4, 29-31/5, 2013, Trondheim, Norge
Funder
EU, FP7, Seventh Framework Programme, FP7_Science in society 2010-266640
Available from: 2013-09-09 Created: 2013-09-09 Last updated: 2018-12-03Bibliographically approved
Attorps, I., Björk, K., Radic, M. & Viirman, O. (2013). Teaching Inverse Functions at Tertiary level. In: CERME 8: Proceedings of the EightŠ Congress of the European Society for Research in Mathematics Education. Paper presented at The 8th Congress of the European Society for Research in Mathematics education, 6-10 February, Antalya, Turkiet (pp. 2524-2533). Antalya: Middle East Technical University
Open this publication in new window or tab >>Teaching Inverse Functions at Tertiary level
2013 (English)In: CERME 8: Proceedings of the EightŠ Congress of the European Society for Research in Mathematics Education, Antalya: Middle East Technical University , 2013, p. 2524-2533Conference paper, Published paper (Refereed)
Abstract [en]

This study is a part of an ongoing research that attempts to explain the relationship between the teachers’ instructional practise and students’ learning in the context of functions and function inverses. The question in this paper is how the use of technology as a pedagogical tool may contribute to the understanding of the inverse function concept. An engineering student group (n =17) was taught functions and inverse functions with the assistance of GeoGebra. In our theoretical framework we apply Variation theory together with the theory of Concept image and Concept definition. The data were gathered by doing a pre and post test concerning inverse functions. Our experiment revealed that students’ concept images in the post test were more developed compared with the results in the pre test.

Place, publisher, year, edition, pages
Antalya: Middle East Technical University, 2013
Keywords
Concept definition, Concept image, Inverse functions, Technology, Variation theory
National Category
Educational Sciences Mathematics
Identifiers
urn:nbn:se:hig:diva-18023 (URN)
Conference
The 8th Congress of the European Society for Research in Mathematics education, 6-10 February, Antalya, Turkiet
Projects
Learning Studies - Praxisnära forskning i matematik
Available from: 2014-11-20 Created: 2014-11-20 Last updated: 2018-03-13Bibliographically approved
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