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Asami-Johansson, Y., Attorps, I. & Winsløw, C. (2019). Comparing mathematics education lessons for primary school teachers: case studies from Japan, Finland and Sweden. International Journal of Mathematical Education in Science and Technology
Open this publication in new window or tab >>Comparing mathematics education lessons for primary school teachers: case studies from Japan, Finland and Sweden
2019 (English)In: International Journal of Mathematical Education in Science and Technology, ISSN 0020-739X, E-ISSN 1464-5211Article in journal (Refereed) Epub ahead of print
Abstract [en]

The aim of this paper is to investigate and compare lessons given in primary school teacher education in Japan, Finland and Sweden. We analyse one lesson from each country and compare them using a common framework. Chevallard’s anthropological theory of the didactic (ATD) is used to frame this analysis and in particular to model teacher educators' didactic organization of the lessons. The focus is on how the didactic organizations of the teacher educators relate to the mathematical and didactic organizations of primary school. Based on official documents and viewpoints of the teacher educators, we also discuss how the contents and descriptions of the national curricula, and the different traditions of the teaching practices in each country, influence the didactic organizations found in the lessons. 

Place, publisher, year, edition, pages
Taylor & Francis, 2019
Keywords
anthropological theory of the didactic, didactic organization, mathematical organization, paradidactic infrastructure, praxeology, Teacher education, teaching knowledge
National Category
Didactics Mathematics
Identifiers
urn:nbn:se:hig:diva-30527 (URN)10.1080/0020739X.2019.1614688 (DOI)000469528900001 ()2-s2.0-85066246511 (Scopus ID)
Available from: 2019-08-20 Created: 2019-08-20 Last updated: 2019-09-27Bibliographically approved
Asami-Johansson, Y., Attorps, I. & Laine, A. (2017). Comparing the practices of primary school mathematics teacher education Case studies from Japan, Finland and Sweden. In: Dooley, T.; Gueudet, G. (Ed.), PROCEEDINGS OF THE TENTH CONGRESS OF THE EUROPEAN SOCIETY FOR RESEARCH IN MATHEMATICS EDUCATION (CERME10): . Paper presented at 10th Congress of the European-Society-for-Research-in-Mathematics-Education (CERME), 1-5 February 2017, Dublin, Ireland (pp. 1602-1609). Dublin
Open this publication in new window or tab >>Comparing the practices of primary school mathematics teacher education Case studies from Japan, Finland and Sweden
2017 (English)In: PROCEEDINGS OF THE TENTH CONGRESS OF THE EUROPEAN SOCIETY FOR RESEARCH IN MATHEMATICS EDUCATION (CERME10) / [ed] Dooley, T.; Gueudet, G., Dublin, 2017, p. 1602-1609Conference paper, Published paper (Refereed)
Abstract [en]

In this study, we have observed three different teacher educators’ lessons, concerning area determination of polygons in primary school teacher training courses in Japan, Finland and Sweden. The aim of this paper is to investigate the main elements of the lessons and to compare the differences between the countries. We focus on how the teacher educators relate the didactic construction of the lessons for prospective teachers to the school mathematical and didactical organisations by applying Chevallard’s anthropological theory of the didactic (ATD). The analysis shows how the curricula and the different traditions of teaching practice in each country influence the mathematical and didactical construction of the lessons.

Place, publisher, year, edition, pages
Dublin: , 2017
Keywords
Teacher education; anthropological theory of the didactic; praxeologies; Japan; Finland; Sweden
National Category
Mathematics
Identifiers
urn:nbn:se:hig:diva-30601 (URN)000467053302030 ()
Conference
10th Congress of the European-Society-for-Research-in-Mathematics-Education (CERME), 1-5 February 2017, Dublin, Ireland
Available from: 2019-08-28 Created: 2019-08-28 Last updated: 2019-09-27Bibliographically approved
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: 2019-09-27Bibliographically 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: 2019-09-27Bibliographically 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: 2019-09-27Bibliographically 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: 2019-09-27Bibliographically 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: 2019-09-27Bibliographically 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: 2019-09-27Bibliographically 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: 2019-09-27Bibliographically 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: 2019-09-27Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0001-6721-6277

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