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Attorps, I. & Kellner, E. (2021). Ett helhetsgrepp för likvärdig skola. Nämnaren : tidskrift för matematikundervisning (3), 35-39
Open this publication in new window or tab >>Ett helhetsgrepp för likvärdig skola
2021 (Swedish)In: Nämnaren : tidskrift för matematikundervisning, ISSN 0348-2723, no 3, p. 35-39Article in journal (Other (popular science, discussion, etc.)) Published
Place, publisher, year, edition, pages
Göteborg: , 2021
National Category
Educational Sciences Other Mathematics Other Biological Topics
Research subject
Innovative Learning
Identifiers
urn:nbn:se:hig:diva-38156 (URN)
Available from: 2022-03-15 Created: 2022-03-15 Last updated: 2022-03-17Bibliographically approved
Kellner, E. & Attorps, I. (2020). The school–university intersection as a professional learning arena: evaluation of a two-year action research project. Teacher Development, 24(3), 366-383
Open this publication in new window or tab >>The school–university intersection as a professional learning arena: evaluation of a two-year action research project
2020 (English)In: Teacher Development, ISSN 1366-4530, E-ISSN 1747-5120, Vol. 24, no 3, p. 366-383Article in journal (Refereed) Published
Abstract [en]

This article presents the evaluation of a two-year action research project in biology and mathematics teaching involving a primary school and a university in Sweden. The aim of the study was to contribute knowledge about a school–university intersection as a professional learning arena. The teachers’ conceptions about the project implementation, the impact on their learning, teaching practices and pupil learning were made explicit by focus group interview. The evaluation revealed that several motivating factors in this specific learning community – the relevance of the project and connection to the continuing education course, mentors from university, planning tools and time for collaboration – were critical for project implementation and for professional learning to occur. Furthermore, it indicated how teacher learning and teaching practices were related to pupil learning in the professional learning community. The results are also discussed in the light of new research on teachers’ work identity and self-reported health.

Place, publisher, year, edition, pages
Taylor & Francis, 2020
Keywords
Action research, evaluation, primary school, professional learning community, teachers’ work identity
National Category
Other Natural Sciences Other Mathematics Educational Sciences
Research subject
Innovative Learning
Identifiers
urn:nbn:se:hig:diva-30961 (URN)10.1080/13664530.2020.1773522 (DOI)000548927800005 ()2-s2.0-85087555788 (Scopus ID)
Available from: 2019-11-14 Created: 2019-11-14 Last updated: 2021-06-21Bibliographically approved
Asami-Johansson, Y. & Attorps, I. (2019). Japanese and Swedish Mathematics Teacher Educators’ Pedagogical Content Knowledge: An Institutional Perspective. Educaçao Matemática Pesquissa, 21(4), 157-170
Open this publication in new window or tab >>Japanese and Swedish Mathematics Teacher Educators’ Pedagogical Content Knowledge: An Institutional Perspective
2019 (English)In: Educaçao Matemática Pesquissa, ISSN 1983-3156, Vol. 21, no 4, p. 157-170Article in journal (Refereed) Published
Abstract [en]

The aim of this paper is to investigate which kind of conditions and constraints affect Japanese and Swedish teacher educators’ pedagogical content knowledge (PCK). We analyse the praxeologies of the lessons in which the educators teach area determination. Our study shows that the Japanese teacher educators’ PCK are more explicitly shared by the community of the teacher educators compared to the Swedish counterpart. Also, the detailed Japanese curriculum and the structured problem solving approach promote to illustrate how to construct rich mathematical and didactical organisations for prospective teachers.

Keywords
teacher knowledge, teacher education, the anthropological theory of the didactic, praxeology
National Category
Educational Sciences
Research subject
Innovative Learning
Identifiers
urn:nbn:se:hig:diva-30938 (URN)10.23925/1983-3156.2019v21i4p157-170 (DOI)
Available from: 2019-11-13 Created: 2019-11-13 Last updated: 2021-06-21Bibliographically 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
Research subject
Innovative Learning
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: 2021-06-21Bibliographically 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
Research subject
Innovative Learning
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: 2021-03-30Bibliographically 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
Research subject
Innovative Learning
Identifiers
urn:nbn:se:hig:diva-19944 (URN)10.1080/0020739X.2015.1046961 (DOI)2-s2.0-84930156781 (Scopus ID)
Available from: 2015-06-30 Created: 2015-06-30 Last updated: 2022-06-02Bibliographically 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
Research subject
Innovative Learning
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: 2020-05-06Bibliographically 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
Research subject
Innovative Learning
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: 2021-06-21Bibliographically approved
Asami-Johansson, Y. & Attorps, I. (2015). Applying the structured problem solving in teacher education in Japan - A case study. In: Krainer, K; Vondrova, N (Ed.), PROCEEDINGS OF THE NINTH CONFERENCE OF THE EUROPEAN SOCIETY FOR RESEARCH IN MATHEMATICS EDUCATION (CERME9): . Paper presented at 9th Congress of the European-Society-for-Research-in-Mathematics-Education (CERME), February 4-8, 2015, Prague, Czech Republic (pp. 2741-2747). CHARLES UNIV, FAC EDUC
Open this publication in new window or tab >>Applying the structured problem solving in teacher education in Japan - A case study
2015 (English)In: PROCEEDINGS OF THE NINTH CONFERENCE OF THE EUROPEAN SOCIETY FOR RESEARCH IN MATHEMATICS EDUCATION (CERME9) / [ed] Krainer, K; Vondrova, N, CHARLES UNIV, FAC EDUC , 2015, p. 2741-2747Conference paper, Published paper (Refereed)
Abstract [en]

In this paper, we examine the implementation of a Japanese teacher educators' lesson, where he applies and, at the same time, inform the students about "structured problem solving". We describe a specific lesson titled "Quantity and Measurement" for elementary school teacher students and we show how the educator make the students aware of the didactic transposition of the material and how he makes the students experience and learn about applying "structured problem solving" in practice. We also show how the Japanese curriculum influences the scale of the mathematical praxeology to be learned and how the students are given opportunities to develop their insight into the PCK during their education in mathematics.

Place, publisher, year, edition, pages
CHARLES UNIV, FAC EDUC, 2015
Keywords
Teacher education, pedagogical content knowledge, didactic transposition, anthropological theory of didactics, content representation
National Category
Educational Sciences
Identifiers
urn:nbn:se:hig:diva-35753 (URN)000466853904002 ()978-80-7290-844-8 (ISBN)
Conference
9th Congress of the European-Society-for-Research-in-Mathematics-Education (CERME), February 4-8, 2015, Prague, Czech Republic
Available from: 2021-04-29 Created: 2021-04-29 Last updated: 2021-04-29Bibliographically 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 Education, 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 Education, ISSN 0949-149X, 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: 2022-11-30Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0001-6721-6277

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