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Hernandez-Martinez, P., Thomas, S., Viirman, O. & Rogovchenko, Y. (2019). "I'm still making dots for them": mathematics lecturers' views on their mathematical modelling practices. International Journal of Mathematical Education in Science and Technology
Open this publication in new window or tab >>"I'm still making dots for them": mathematics lecturers' views on their mathematical modelling practices
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]

Using Cultural-Historical Activity Theory, we analyze lecturers’ views on the aims and teaching practices of mathematical modelling (MM) education in Norway and England. We aim to expose the tensions that exist within the activity of teaching MM at university, such as those between multiple, sometimes competing, aims for teaching MM, or between the lecturers’ professional identities and the structure of university degrees. Our conceptualization of these tensions might help lecturers consider how to overcome obstacles in their own contexts.

Place, publisher, year, edition, pages
Taylor & Francis, 2019
Keywords
mathematical modelling; undergraduate teaching; Cultural-Historical Activity Theory; tensions and contradictions
National Category
Didactics
Identifiers
urn:nbn:se:hig:diva-30805 (URN)10.1080/0020739X.2019.1668977 (DOI)000488127600001 ()2-s2.0-85073980394 (Scopus ID)
Available from: 2019-10-18 Created: 2019-10-18 Last updated: 2019-11-25Bibliographically approved
Viirman, O. & Nardi, E. (2019). Negotiating different disciplinary discourses: Biology students’ ritualized and exploratory participation in mathematical modelling activities. Educational Studies in Mathematics, 101(2), 233-252
Open this publication in new window or tab >>Negotiating different disciplinary discourses: Biology students’ ritualized and exploratory participation in mathematical modelling activities
2019 (English)In: Educational Studies in Mathematics, ISSN 0013-1954, E-ISSN 1573-0816, Vol. 101, no 2, p. 233-252Article in journal (Refereed) Published
Abstract [en]

Non-mathematics specialists’ competence and confidence in mathematics in their disciplines have been highlighted as in need of improvement. We report from a collaborative, developmental research project which explores the conjecture that greater integration of mathematics and biology in biology study programs, for example through engaging students with Mathematical Modeling (MM) activities, is one way to achieve this improvement. We examine the evolution of 12 first-semester biology students’ mathematical discourse as they engage with such activities in four sessions which ran concurrently with their mandatory mathematics course and were taught by a mathematician with extensive experience with MM. The sessions involved brief introductions to different aspects of MM, followed by small-group work on tasks set in biological contexts. Our analyses use the theory of commognition to investigate the tensions between ritualized and exploratory participation in the students’ MM activity. We focus particularly on a quintessential routine in MM, assumption building: we trace attempts which start from ritualized engagement in the shape of “guesswork” and evolve into more productively exploratory formulations. We also identify signs of persistent commognitive conflict in the students’ activity, both intra-mathematical (concerning what is meant by a “math task”) and extra-mathematical (concerning what constitutes a plausible solution to the tasks in a biological sense). Our analyses show evidence of the fluid interplay between ritualized and exploratory engagement in the students’ discursive activity and contribute towards what we see as a much needed distancing from operationalization of the commognitive constructs of ritual and exploration as an unhelpfully dichotomous binary.

Place, publisher, year, edition, pages
Springer, 2019
Keywords
university mathematics education, discourse, mathematics in biology, commognition, rituals and explorations, assumption building.
National Category
Didactics
Identifiers
urn:nbn:se:hig:diva-28744 (URN)10.1007/s10649-018-9861-0 (DOI)000468963900006 ()2-s2.0-85057130008 (Scopus ID)
Available from: 2018-12-03 Created: 2018-12-03 Last updated: 2019-08-22Bibliographically approved
Heyd-Metzuyanim, E., Adler, J., Lavie, I., Nachlieli, T., Tabach, M., Robertson, S.-A., . . . Viirman, O. (2019). Research Forum: Rituals and explorations in mathematical teaching and learning. In: Mellony Graven, Hamsa Venkat, Anthony A Essien and Pamela Vale (Ed.), Proceedings: 43rd Annual Meeting of the International Group for the Psychology of Mathematics Education (Vol. 1): . Paper presented at PME 43: Conference of the International Group for the Psychology of Mathematics Education, Pretoria, South Africa, 7-12 July 2019 (pp. 137-164). , 1
Open this publication in new window or tab >>Research Forum: Rituals and explorations in mathematical teaching and learning
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2019 (English)In: Proceedings: 43rd Annual Meeting of the International Group for the Psychology of Mathematics Education (Vol. 1) / [ed] Mellony Graven, Hamsa Venkat, Anthony A Essien and Pamela Vale, 2019, Vol. 1, p. 137-164Conference paper, Published paper (Refereed)
National Category
Didactics
Identifiers
urn:nbn:se:hig:diva-30815 (URN)978-0-6398215-0-4 (ISBN)978-0-6398215-1-1 (ISBN)
Conference
PME 43: Conference of the International Group for the Psychology of Mathematics Education, Pretoria, South Africa, 7-12 July 2019
Available from: 2019-10-18 Created: 2019-10-18 Last updated: 2019-10-22Bibliographically approved
Viirman, O. & Pettersson, I. (2019). What to do when there is no formula? Navigating between less and more familiar routines for determining velocity in a calculus task for engineering students.. In: J. Monaghan, E. Nardi and T. Dreyfus (Ed.), Calculus in upper secondary and beginning university mathematics – Conference proceedings. Kristiansand, Norway: MatRIC: . Paper presented at Calculus in Upper Secondary and Beginning University Mathematics, Kristiansand, Norway, 6-8 August 2019 (pp. 167-170).
Open this publication in new window or tab >>What to do when there is no formula? Navigating between less and more familiar routines for determining velocity in a calculus task for engineering students.
2019 (English)In: Calculus in upper secondary and beginning university mathematics – Conference proceedings. Kristiansand, Norway: MatRIC / [ed] J. Monaghan, E. Nardi and T. Dreyfus, 2019, p. 167-170Conference paper, Published paper (Refereed)
National Category
Didactics
Identifiers
urn:nbn:se:hig:diva-30813 (URN)
Conference
Calculus in Upper Secondary and Beginning University Mathematics, Kristiansand, Norway, 6-8 August 2019
Available from: 2019-10-18 Created: 2019-10-18 Last updated: 2019-10-22Bibliographically approved
Viirman, O. (2018). Characteristics of participation: A mathematician and a mathematics educator collaborating on a developmental research project. In: Viviane Durand-Guerrier, Reinhard Hochmuth, Simon Goodchild and Ninni Marie Hogstad (Ed.), Proceedings of INDRUM 2018 Second conference of the International Network for Didactic Research in University Mathematics: . Paper presented at INDRUM 2018: 2nd conference of the International Network for Didactic Research in University Mathematics, Kristiansand, Norway, 5-7 April 2018 (pp. 442-451).
Open this publication in new window or tab >>Characteristics of participation: A mathematician and a mathematics educator collaborating on a developmental research project
2018 (English)In: Proceedings of INDRUM 2018 Second conference of the International Network for Didactic Research in University Mathematics / [ed] Viviane Durand-Guerrier, Reinhard Hochmuth, Simon Goodchild and Ninni Marie Hogstad, 2018, p. 442-451Conference paper, Published paper (Refereed)
Abstract [en]

In this paper, a developmental research project involving offering mathematical modelling (MM) activities to university biology students is presented, and a particular aspect is studied, namely the project as a collaboration between mathematicians and mathematics educators. The aim of the paper is to investigate what characterizes their participation in the project, and how the characteristics of the project and its development might influence this participation. Interview data as well as observation data from the MM sessions are analysed, and findings show that the mathematics educator served as a broker influencing the practice of the mathematician. It is hoped that the findings of the study can be of use when planning future collaboration between mathematicians and mathematics educators.

Keywords
teaching and learning of mathematics in other fields, teachers’ and students practices at university level, cross-disciplinary collaboration, mathematical modelling, communities of practice.
National Category
Didactics
Identifiers
urn:nbn:se:hig:diva-30807 (URN)
Conference
INDRUM 2018: 2nd conference of the International Network for Didactic Research in University Mathematics, Kristiansand, Norway, 5-7 April 2018
Available from: 2019-10-18 Created: 2019-10-18 Last updated: 2019-12-18Bibliographically approved
Viirman, O., Pettersson, I., Björklund, J. & Boustedt, J. (2018). Programming in mathematics teacher education: A collaborative teaching approach. In: : . Paper presented at INDRUM 2018: Second conference of the International Network for Didactic Research in University Mathematics, University of Agder, Norway, 5-7 April 2018 (pp. 464-465).
Open this publication in new window or tab >>Programming in mathematics teacher education: A collaborative teaching approach
2018 (English)Conference paper, Oral presentation with published abstract (Refereed)
Keywords
novel approaches to teaching, teaching and learning of mathematics in other fields, team teaching, algorithmic thinking, programming.
National Category
Didactics
Identifiers
urn:nbn:se:hig:diva-30812 (URN)
Conference
INDRUM 2018: Second conference of the International Network for Didactic Research in University Mathematics, University of Agder, Norway, 5-7 April 2018
Available from: 2019-10-18 Created: 2019-10-18 Last updated: 2019-12-18Bibliographically approved
Viirman, O. & Nardi, E. (2018). Ritualised and exploratory graphing routines in mathematical modelling: The Digoxin task. In: Ewa Bergqvist, Magnus Österholm, Carina Granberg, and Lovisa Sumpter (Ed.), Proceedings of the 42nd Conference of the International Group for the Psychology of Mathematics Education (Vol. 1): . Paper presented at PME42: 42nd Conference of the International Group for the Psychology of Mathematics Education, Umeå, 3-8 July 2018 (pp. 363-370). , 4
Open this publication in new window or tab >>Ritualised and exploratory graphing routines in mathematical modelling: The Digoxin task
2018 (English)In: Proceedings of the 42nd Conference of the International Group for the Psychology of Mathematics Education (Vol. 1) / [ed] Ewa Bergqvist, Magnus Österholm, Carina Granberg, and Lovisa Sumpter, 2018, Vol. 4, p. 363-370Conference paper, Published paper (Refereed)
Abstract [en]

The project we report from in this paper explores whether and how, biology students’ competence and confidence in – as well as appreciation for – mathematics in their discipline can be improved through greater integration of mathematics and biology in their study programme. Here, we examine biology students’ mathematical discourse as they engage with a biology-related Mathematical Modelling (MM) activity, the Digoxin task. We report commognitive analyses of data collected during sessions in which biology-related MM activities were introduced to undergraduate biology students (four sessions with 12 first-semester students).We focus on the interplay between students’ ritualised and exploratory engagement with the activity, particularly concerning graphing routines, and consider pedagogical implications.

National Category
Didactics
Identifiers
urn:nbn:se:hig:diva-30806 (URN)978-91-7601-902-3 (ISBN)
Conference
PME42: 42nd Conference of the International Group for the Psychology of Mathematics Education, Umeå, 3-8 July 2018
Available from: 2019-10-18 Created: 2019-10-18 Last updated: 2019-10-22Bibliographically approved
Treffert-Thomas, S., Viirman, O., Hernandez-Martinez, P. & Rogovchenko, Y. (2017). Mathematics lecturers' views on the teaching of mathematical modelling. Nordisk matematikkdidaktikk, NOMAD: [Nordic Studies in Mathematics Education], 22(4), 121-145
Open this publication in new window or tab >>Mathematics lecturers' views on the teaching of mathematical modelling
2017 (English)In: Nordisk matematikkdidaktikk, NOMAD: [Nordic Studies in Mathematics Education], ISSN 1104-2176, Vol. 22, no 4, p. 121-145Article in journal (Refereed) Published
Abstract [en]

The paper reports on the views and use of mathematical modelling (MM) in university mathematics courses in Norway from the perspective of lecturers. Our analysis includes a characterisation of MM views based on the modelling perspectives developed by Kaiser and Sriraman (2006). Through an online survey we aimed to identify the main perspectives held in higher education by mathematics lecturers and the underlying rationale for integrating (or not) MM in university courses. The results indicated that most respondents displayed a realistic perspective on MM when it came to their professional practice. There was a more varied response when it came to their views on MM in teaching. Regarding conditions influencing the use or non-use of MM in teaching, these mainly concerned the mathematical content and the institutional practices.

Keywords
Mathematical modelling, university mathematics, lecturers’ views, higher education
National Category
Didactics
Identifiers
urn:nbn:se:hig:diva-25707 (URN)
Note

This paper is in closed access until 2 years after publication.

This project was funded by the Norwegian Centre for Research, Innovation and Coordination of Mathematics Teaching (MatRIC) small research award, project number 150401.

Available from: 2017-11-30 Created: 2017-11-30 Last updated: 2019-01-10Bibliographically approved
Viirman, O., Goodchild, S. & Rogovchenko, Y. (2016). Using mathematical modelling activities to motivate biology students to learn mathematics. In: C. Csíkos, A. Rausch & J. Szitányi (Ed.), Proceedings of the 40th Conference of the International Group for the Psychology of Mathematics Education: . Paper presented at 40th Conference of the International Group for the Psychology of Mathematics Education (pp. 262). , 1
Open this publication in new window or tab >>Using mathematical modelling activities to motivate biology students to learn mathematics
2016 (English)In: Proceedings of the 40th Conference of the International Group for the Psychology of Mathematics Education / [ed] C. Csíkos, A. Rausch & J. Szitányi, 2016, Vol. 1, p. 262-Conference paper, Oral presentation with published abstract (Refereed)
National Category
Didactics
Identifiers
urn:nbn:se:hig:diva-25709 (URN)
Conference
40th Conference of the International Group for the Psychology of Mathematics Education
Note

Proceedings from 2012 on are available to all registered users, with exception of the latest set of proceedings.

Available from: 2017-11-30 Created: 2017-11-30 Last updated: 2018-03-13Bibliographically approved
Viirman, O. (2015). Book review: Approaches to qualitative research in mathematics education: examples of methodology and methods [Review]. Research in Mathematics Education, 17(3), 247-251
Open this publication in new window or tab >>Book review: Approaches to qualitative research in mathematics education: examples of methodology and methods
2015 (English)In: Research in Mathematics Education, ISSN 1479-4802, E-ISSN 1754-0178, Vol. 17, no 3, p. 247-251Article, book review (Other academic) Published
National Category
Didactics
Identifiers
urn:nbn:se:hig:diva-25706 (URN)10.1080/14794802.2015.1092392 (DOI)
Available from: 2017-11-30 Created: 2017-11-30 Last updated: 2018-03-13Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-4909-1914

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