hig.sePublications
Change search
Refine search result
45678910 301 - 350 of 9003
CiteExportLink to result list
Permanent link
Cite
Citation style
  • apa
  • harvard-cite-them-right
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • sv-SE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • de-DE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Rows per page
  • 5
  • 10
  • 20
  • 50
  • 100
  • 250
Sort
  • Standard (Relevance)
  • Author A-Ö
  • Author Ö-A
  • Title A-Ö
  • Title Ö-A
  • Publication type A-Ö
  • Publication type Ö-A
  • Issued (Oldest first)
  • Issued (Newest first)
  • Created (Oldest first)
  • Created (Newest first)
  • Last updated (Oldest first)
  • Last updated (Newest first)
  • Disputation date (earliest first)
  • Disputation date (latest first)
  • Standard (Relevance)
  • Author A-Ö
  • Author Ö-A
  • Title A-Ö
  • Title Ö-A
  • Publication type A-Ö
  • Publication type Ö-A
  • Issued (Oldest first)
  • Issued (Newest first)
  • Created (Oldest first)
  • Created (Newest first)
  • Last updated (Oldest first)
  • Last updated (Newest first)
  • Disputation date (earliest first)
  • Disputation date (latest first)
Select
The maximal number of hits you can export is 250. When you want to export more records please use the Create feeds function.
  • 301.
    Arvidsson, Inger
    et al.
    Division of Occupational and Environmental Medicine, University Hospital, Lund, Sweden.
    Hansson, Gert-Ake
    Division of Occupational and Environmental Medicine, University Hospital, Lund, Sweden.
    Mathiassen, Svend Erik
    University of Gävle, Centre for Musculoskeletal Research.
    Skerfving, Staffan
    Division of Occupational and Environmental Medicine, University Hospital, Lund, Sweden.
    Neck postures in air traffic controllers with and without neck/shoulder disorders2008In: Applied Ergonomics, ISSN 0003-6870, E-ISSN 1872-9126, Vol. 39, no 2, p. 255-260Article in journal (Refereed)
    Abstract [en]

    Prolonged computer work with an extended neck is commonly believed to be associated with an increased risk of neck-shoulder disorders. The aim of this study was to compare neck postures during computer work between female cases with neck-shoulder disorders, and healthy referents. Based on physical examinations, 13 cases and 11 referents were selected among 70 female air traffic controllers with the same computer-based work tasks and identical work stations. Postures and movements were measured by inclinometers, placed on the forehead and upper back (C7/Th1) during authentic air traffic control. A recently developed method was applied to assess flexion/extension in the neck, calculated as the difference between head and upper back flexion/extension. Results: Cases and referents did not differ significantly in neck posture (median neck flexion/extension: -10° vs. -9°; p=0.9). Hence, the belief that neck extension posture is associated with neck-shoulder disorders in computer work is not supported by the present data

  • 302.
    Arvidsson, Inger
    et al.
    Department of Occupational and Environmental Medicine, Lund University Hospital, Lund, Sweden.
    Hansson, Gert-Åke
    Department of Occupational and Environmental Medicine, Lund University Hospital, Lund, Sweden.
    Mathiassen, Svend Erik
    University of Gävle, Centre for Musculoskeletal Research. University of Gävle, Faculty of Health and Occupational Studies, Department of Occupational and Public Health Sciences, Occupational health science.
    Skerfving, Staffan
    Department of Occupational and Environmental Medicine, Lund University Hospital, Lund, Sweden.
    Changes in physical workload with implementation of mouse-based information technology in air traffic control2006In: International Journal of Industrial Ergonomics, ISSN 0169-8141, E-ISSN 1872-8219, Vol. 36, no 7, p. 613-622Article in journal (Refereed)
    Abstract [en]

    Effects on physical workload were quantified when introducing new information technology in air traffic control. Seven female and seven male air traffic controllers were studied in an old control system, and during simulated - but similar - work in a new, mouse-based system. Postures, movements and muscular load were recorded (inclinometry for head, neck, back and upper arms; goniometry for wrists; electromyography for the trapezius and forearm extensor muscles). The new system was associated with lower movement velocities than the old one (examples; [50th percentiles] head flexion: 2 vs. 5 o/s, P<0.01; right arm elevation: 3 vs. 6 o/s; P<0.01; [90th percentile] wrist flexion: 19 vs. 50 o/s, P<0.01), less varying postures (head: 95th-5th percentile range 17° vs. 34o; P<0.01), and less muscular rest in the right forearm extensors (3.5 vs. 9% of time; P<0.05). The old/new system differences were amplified at high work intensities. The new air traffic control system caused a major change of physical exposures, probably associated with an increased risk of musculoskeletal disorders in arms and hands.

    Relevance to industry

    While this study concerned the specific changes in the introduction of a new air traffic control system, we believe that the findings are applicable to similar technological developments in other settings.

  • 303. Arvidsson, Inger
    et al.
    Hansson, Gert-Åke
    Mathiassen, Svend Erik
    University of Gävle, Belastningsskadecentrum.
    Skerfving, Staffan
    "Gamnacke" och nackbesvär vid datorarbete: finns det något samband?2005In: Svenska Läkaresällskapets Riksstämma, 2005Conference paper (Other academic)
  • 304. Arvidsson, Inger
    et al.
    Hansson, Gert-Åke
    Mathiassen, Svend-Erik
    University of Gävle, Centre for Musculoskeletal Research.
    Skerfving, S
    Physical workload and musculoskeletal disorders in computerized work, among air traffic controllers2007In: Work With Computing Systems - WWCS 2007, Stockholm: abstracts WWCS 2007 : Computing systems for human benefits from the 8th International Conference on Work With Computing Systems : May 21st-24th 2007, Stockholm Sweden, Stockholm: Royal institute of technology , 2007, p. 42-42Conference paper (Other (popular science, discussion, etc.))
  • 305. Arvidsson, Inger
    et al.
    Hansson, Gert-Åke
    Mathiassen, Svend-Erik
    University of Gävle, Centre for Musculoskeletal Research.
    Skerfving, Staffan
    Are neck-shoulder disorders associated with habitual neck extension in computer work?2006In: Meeting diversity in ergonomics: IEA 2006, 16th World Congress on Ergonomics / [ed] Pikaar R N, Koningsveld E A P, Settels P J M, 2006Conference paper (Other academic)
    Abstract [en]

    A common clinical conception is that prolonged neck extension during computer work is associated with an increased risk of neck-shoulder disorders. The aim of this study was to find out whether neck postures in computer work differed between females cases with neck-shoulderdisorders, compared to healthy referents.

    Based on physical examinations, 13 cases and 11 referents were selected among 70 female air traffic controllers with the same computer work and identical work stations. Neck angles were measured by inclinometry, during an ordinary work period of about 1 h. Results: Average neck angles (50thpercentile) in cases and referents was -10° (SP 8) and -9 (SD 10) respectively; p=0.9. Hence, we did not find any association between neck-shoulder disorders and neck extension during computer work.

  • 306.
    Arvidsson, Karin
    University of Gävle, Department of Technology and Built Environment, Ämnesavdelningen för industriell ekonomi.
    Att ändra examinationsform: fokus på lärandet men dilemma att betygssätta2004In: Kunskap och lärande i den högre utbildningen: lärarreflexioner från praktiken / [ed] Sara Dahlström och Göran Fransson, Gävle: Högskolan i Gävle , 2004, p. 12-18Chapter in book (Other (popular science, discussion, etc.))
  • 307.
    Arvidsson, Karin
    University of Gävle, Department of Technology and Built Environment, Ämnesavdelningen för industriell ekonomi.
    Environmental management at Swedish universities2004In: International Journal of Sustainability in Higher Education, ISSN 1467-6370, E-ISSN 1758-6739, Vol. 5, no 1, p. 91-99Article in journal (Refereed)
    Abstract [en]

    Since1996, all Swedish public authorities, which includes most universities, have been made responsible for contributing to the sustainable development of the society. Swedish universities are thus required to submit annual environmental reports about their policies, structures and actions. This study provides a review of the activities that Swedish universities have undertaken so far. Reports from the year 2000 show that all 25 participating universities conducted the first environmental review. Most universities stopped there, although one – Mälardalen University – has gone all the way to ISO 14001 certification. The findings of the study suggest that universities, which have been participating for some years in the project, are further along the line than those that joined recently. There is also some indication that environmental-management-system (EMS) work is easier for the smaller universities, which can mobilise around a single goal.

  • 308.
    Asami - Johansson, Yukiko
    University of Gävle, Faculty of Engineering and Sustainable Development, Department of Electronics, Mathematics and Natural Sciences, Mathematics.
    A study of a problem solving oriented lesson structure in mathematics in Japan2011In: Proceedings of the  seventh Congress  of  the  European  Society  for  Research  in Mathematics Education (CERME 7), Rzeszów, Poland.: Universitetsforlaget, 2011Conference paper (Refereed)
    Abstract [en]

    This paper presents and analyses “Mondaikaiketsu no jugyou” which translates to “the problem solving oriented – approach”.  It is a set of didactic techniques with the aim of motivating the students’ positive attitude toward engaging in mathematical activities and fostering mathematical thinking. As an analytical tool, The Anthropological Theory of Didactics (ATD) will be applied.

  • 309.
    Asami - Johansson, Yukiko
    University of Gävle, Faculty of Engineering and Sustainable Development, Department of Electronics, Mathematics and Natural Sciences, Mathematics.
    Applying problem solving oriented lesson structure in Swedish lower secondary school: With a viewpoint of the anthropological theory of didactics (ATD)2011In: Proceedings of the 44th congress of Japanese mathematical education / [ed] Japanese society for research in mathematics education, Tokyo: Japanese society for research in mathematics education , 2011, p. 1051-1052Conference paper (Refereed)
  • 310.
    Asami-Johansson, Yukiko
    University of Gävle, Faculty of Engineering and Sustainable Development, Department of Electronics, Mathematics and Natural Sciences, Mathematics. Linköpings universitet, Matematiska institutionen.
    Designing Mathematics Lessons Using Japanese Problem Solving Oriented Lesson Structure: A Swedish case study2015Licentiate thesis, monograph (Other academic)
    Abstract [en]

    This licentiate thesis is concerned with applying the Japanese problem solving oriented (PSO) teaching approach to Swedish mathematics classrooms. The overall aim of my research project is to describe and investigate the viability of PSO as design tool for teaching mathematics. The PSO approach is a variation of a more general Japanese teaching paradigm referred to as “structured problem solving”. These teaching methods aim to stimulate the process of students’ mathematical thinking and have their focus on enhancing the students’ attitudes towards engaging in mathematical activities. The empirical data are collected using interviews, observations and video recordings over a period of nine months, following two Swedish lower secondary school classes. Chevallard’s anthropological framework is used to analyse which mathematical knowledge is exposed in the original Japanese lesson plans and in the lessons observed in the classrooms. In addition, Brousseau’s framework of learning mathematics is applied to analyse the perception of individual students and particular situations in the classroom.

    The results show that the PSO based lesson plans induce a complex body of mathematical knowledge, where different areas of mathematics are linked. It is found that the discrepancy between the Japanese and Swedish curriculum cause some limitations for the adaptation of the lesson plans, especially in the area of Geometry. Four distinct aspects of the PSO approach supporting the teaching of mathematics are presented.

  • 311.
    Asami-Johansson, Yukiko
    et al.
    University of Gävle, Faculty of Engineering and Sustainable Development, Department of Electrical Engineering, Mathematics and Science, Mathematics.
    Attorps, Iris
    University of Gävle, Faculty of Engineering and Sustainable Development, Department of Electrical Engineering, Mathematics and Science, Mathematics.
    Laine, Anu
    University of Helsinki, Helsinki, Finland.
    Comparing the practices of primary school mathematics teacher education Case studies from Japan, Finland and Sweden2017In: 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 (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.

  • 312.
    Asami-Johansson, Yukiko
    et al.
    University of Gävle, Faculty of Engineering and Sustainable Development, Department of Electrical Engineering, Mathematics and Science, Mathematics. Department of Science Education, University of Copenhagen, Copenhagen, Denmark.
    Attorps, Iris
    University of Gävle, Faculty of Engineering and Sustainable Development, Department of Electrical Engineering, Mathematics and Science, Mathematics.
    Winsløw, C.
    Department of Science Education, University of Copenhagen, Copenhagen, Denmark.
    Comparing mathematics education lessons for primary school teachers: case studies from Japan, Finland and Sweden2019In: International Journal of Mathematical Education in Science and Technology, ISSN 0020-739X, E-ISSN 1464-5211Article in journal (Refereed)
    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. 

  • 313.
    Aslan, Pinar
    et al.
    University of Gävle, Faculty of Health and Occupational Studies, Department of Social Work and Psychology, Social work.
    Ahmadi, Nader
    The Swedish Agency for Work Environment Expertise, Gävle, Sweden.
    Sjöberg, Stefan
    University of Gävle, Faculty of Health and Occupational Studies, Department of Social Work and Psychology, Social work.
    Wikström, Eva
    Umeå University, Umeå, Sweden.
    What Works? Family Influences on Occupational Aspirations among Descendants of Middle Eastern Immigrants on the Swedish Labour Market2019In: Nordic Journal of Social Research, ISSN 1892-2783, E-ISSN 1892-2783, Vol. 9, p. 134-160Article in journal (Refereed)
    Abstract [en]

    In this article, we examine family influences on occupational aspirations among employed descendants of Middle Eastern immigrants. Using a qualitative approach, we conducted 21 semi-structured interviews with native-born descendants of Middle Eastern immigrants. We present and analyse their interpretations of their parents’ experiences and living conditions before, during and after migration and demonstrate how these interpretations shaped their own occupational aspirations. We discuss parents’ high expectations of their children in relation to ethnic-community valuations of educational and occupational achievements. These high expectations may increase the chances of social mobility but can also become a negative pressure, especially if parents set high standards but cannot help their children to meet those expectations. In these cases, older siblings who possess valuable knowledge of the educational system and labour market can function as important transferrers of resources.

  • 314.
    Aslani, Mohammad
    et al.
    University of Gävle, Faculty of Engineering and Sustainable Development, Department of Industrial Development, IT and Land Management, Computer science.
    Mesgari, Mohammad Saadi
    Division of Visual Information and Interaction, Department of Information Technology, Uppsala University, Uppsala, Sweden.
    Seipel, Stefan
    University of Gävle, Faculty of Engineering and Sustainable Development, Department of Industrial Development, IT and Land Management, Computer science. Faculty of Geodesy and Geomatics Engineering, K.N. Toosi University of Technology, Tehran, Iran.
    Wiering, Marco
    Institute of Artificial Intelligence and Cognitive Engineering, University of Groningen, Groningen, Netherlands.
    Developing adaptive traffic signal control by actor-critic and direct exploration methods2018In: Proceedings of the Institution of Civil Engineers: Transport, ISSN 0965-092X, E-ISSN 1751-7710, article id jtran.17.00085Article in journal (Refereed)
    Abstract [en]

    Designing efficient traffic signal controllers has always been an important concern in traffic engineering. This is owing to the complex and uncertain nature of traffic environments. Within such a context, reinforcement learning has been one of the most successful methods owing to its adaptability and its online learning ability. Reinforcement learning provides traffic signals with the ability automatically to determine the ideal behaviour for achieving their objective (alleviating traffic congestion). In fact, traffic signals based on reinforcement learning are able to learn and react flexibly to different traffic situations without the need of a predefined model of the environment. In this research, the actor-critic method is used for adaptive traffic signal control (ATSC-AC). Actor-critic has the advantages of both actor-only and critic-only methods. One of the most important issues in reinforcement learning is the trade-off between exploration of the traffic environment and exploitation of the knowledge already obtained. In order to tackle this challenge, two direct exploration methods are adapted to traffic signal control and compared with two indirect exploration methods. The results reveal that ATSC-ACs based on direct exploration methods have the best performance and they consistently outperform a fixed-time controller, reducing average travel time by 21%.

  • 315.
    Aslani, Mohammad
    et al.
    University of Gävle, Faculty of Engineering and Sustainable Development, Department of Industrial Development, IT and Land Management, Computer science.
    Seipel, Stefan
    University of Gävle, Faculty of Engineering and Sustainable Development, Department of Industrial Development, IT and Land Management, Computer science. Faculty of Geodesy and Geomatics Engineering, K.N. Toosi University of Technology, Tehran, Iran.
    Mohammad Saadi, Mesgari
    Division of Visual Information and Interaction, Department of Information Technology, Uppsala University, Uppsala, Sweden.
    Wiering, Marco A.
    Institute of Artificial Intelligence and Cognitive Engineering, University of Groningen, Groningen, Netherlands.
    Traffic signal optimization through discrete and continuous reinforcement learning with robustness analysis in downtown Tehran2018In: Advanced Engineering Informatics, ISSN 1474-0346, E-ISSN 1873-5320, Vol. 38, p. 639-655Article in journal (Refereed)
    Abstract [en]

    Traffic signal control plays a pivotal role in reducing traffic congestion. Traffic signals cannot be adequately controlled with conventional methods due to the high variations and complexity in traffic environments. In recent years, reinforcement learning (RL) has shown great potential for traffic signal control because of its high adaptability, flexibility, and scalability. However, designing RL-embedded traffic signal controllers (RLTSCs) for traffic systems with a high degree of realism is faced with several challenges, among others system disturbances and large state-action spaces are considered in this research.

    The contribution of the present work is founded on three features: (a) evaluating the robustness of different RLTSCs against system disturbances including incidents, jaywalking, and sensor noise, (b) handling a high-dimensional state-action space by both employing different continuous state RL algorithms and reducing the state-action space in order to improve the performance and learning speed of the system, and (c) presenting a detailed empirical study of traffic signals control of downtown Tehran through seven RL algorithms: discrete state Q-learning(&#x3BB;" role="presentation">), SARSA(&#x3BB;" role="presentation">), actor-critic(&#x3BB;" role="presentation">), continuous state Q-learning(&#x3BB;" role="presentation">), SARSA(&#x3BB;" role="presentation">), actor-critic(&#x3BB;" role="presentation">), and residual actor-critic(&#x3BB;" role="presentation">).

    In this research, first a real-world microscopic traffic simulation of downtown Tehran is carried out, then four experiments are performed in order to find the best RLTSC with convincing robustness and strong performance. The results reveal that the RLTSC based on continuous state actor-critic(&#x3BB;" role="presentation">) has the best performance. In addition, it is found that the best RLTSC leads to saving average travel time by 22% (at the presence of high system disturbances) when it is compared with an optimized fixed-time controller.

  • 316.
    Aslani, Mohammad
    et al.
    University of Gävle, Faculty of Engineering and Sustainable Development, Department of Industrial Development, IT and Land Management, Computer science.
    Seipel, Stefan
    University of Gävle, Faculty of Engineering and Sustainable Development, Department of Industrial Development, IT and Land Management, Computer science. Division of Visual Information and Interaction, Department of Information Technology, Uppsala University, Uppsala, Sweden.
    Wiering, Marco
    Institute of Artificial Intelligence and Cognitive Engineering, University of Groningen, Groningen, the Netherlands.
    Continuous residual reinforcement learning for traffic signal control optimization2018In: Canadian journal of civil engineering (Print), ISSN 0315-1468, E-ISSN 1208-6029, Vol. 45, no 8, p. 690-702Article in journal (Refereed)
    Abstract [en]

    Traffic signal control can be naturally regarded as a reinforcement learning problem. Unfortunately, it is one of the most difficult classes of reinforcement learning problems owing to its large state space. A straightforward approach to address this challenge is to control traffic signals based on continuous reinforcement learning. Although they have been successful in traffic signal control, they may become unstable and fail to converge to near-optimal solutions. We develop adaptive traffic signal controllers based on continuous residual reinforcement learning (CRL-TSC) that is more stable. The effect of three feature functions is empirically investigated in a microscopic traffic simulation. Furthermore, the effects of departing streets, more actions, and the use of the spatial distribution of the vehicles on the performance of CRL-TSCs are assessed. The results show that the best setup of the CRL-TSC leads to saving average travel time by 15% in comparison to an optimized fixed-time controller.

  • 317.
    Aspfors, Jessica
    et al.
    University of Nordland, Bodø, Norway.
    Fransson, Göran
    University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences, Curriculum studies.
    A metasynthesis of research on mentor education: three emerging dimensions2015Conference paper (Refereed)
    Abstract [en]

    The aim of this meta-synthesis is to deepen the understanding and knowledge of research focusing on education for mentors of newly qualified teachers (NQTs). Altogether, 10 studies met the criteria for full inclusion and were synthesised. Three overarching dimensions were found as a final synthesis guiding the further development of mentor education: 1) Contextual dimensions, 2) Theoretical-analytical dimensions, and 3) Relational dimensions. The synthesis stresses the importance of a systematic, long-term and research-based mentor education that develops mentors’ (self-)understanding of teaching and mentoring, i.e. is well integrated in the educational context, has a balance of theoretical and practical components, includes rich possibilities for interaction and reflection and prepares for an evidence-informed mentoring.

    A REVISED AND EXTENDED VERSION OF THIS PAPER HAS LATER BEEN PUBLISHED AS OPEN ACCESS, SEE:  http://www.sciencedirect.com/science/article/pii/S0742051X1500030X

     

  • 318.
    Aspfors, Jessica
    et al.
    Universitetet i Nordland.
    Fransson, Göran
    University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences, Curriculum studies.
    Att kvalificera sig till mentor – perspektiv på kompetensbehov och utbildning av mentorer för nya lärare2015In: Psykologi i kommunen, ISSN 1892-3364, Vol. 50, no 2, p. 17-27Article in journal (Refereed)
    Abstract [sv]

    Under senare år har allt mer fokus och resurser riktats mot lärares kompetensutveckling. Ett område för satsningar har bl.a. varit mentorskap. Mycket har skrivits om mentorskap generellt och om nya lärare och deras behov speciellt, men vad vet vi om mentorers kompetensutveckling och lärande? Vilka kompetenser behövs och hur påverkar det utbildning av veiledere/mentorer?

    I denna artikel sätter vi fokus på kvalificering av mentorer för nya lärare och på den kompetens de kan behöva för att på ett medvetet och framgångsrikt sätt vara mentor för nya lärare. Vi kommer att diskuter vilka kompetenser mentorer kan behöva och hur det i sin tur kan påverka utbildning av veileder/mentorer – såväl till innehåll som till form. Vi kommer inte att gå närmare in på frågan i vilken mån mentorskap är positivt eller inte för nya lärare, eftersom vår bedömning är att det finns mycket forskning som på ett övertygande sätt visar på dess positiva effekter (se t.ex. Bjerkholt, 2012; Dahl et al., 2006; Ingersoll & Strong, 2011; Waterman & He, 2011), även om vissa frågetecken kan resas kring dess räckvidd, exempelvis för skolutveckling (Dahl et al., 2006). Vi tar utgångspunkt i den internationella forskningen på området men ger också konkreta exempel från ett nordiskt perspektiv, i synnerhet från Sverige och Finland. Vi inleder med en bakgrundsteckning kring vad tidigare forskning på området lyfter fram om mentorers professionella utveckling och lärande till att bli mentor.

  • 319.
    Aspfors, Jessica
    et al.
    Universitetet i Nordland.
    Fransson, Göran
    University of Gävle, Faculty of Education and Business Studies, Department of Culture Studies, Religious Studies and Educational Sciences, Curriculum studies.
    Forskning om mentorsutbildningar: en meta-syntes2014Conference paper (Refereed)
  • 320.
    Aspfors, Jessica
    et al.
    Universitetet i Nordland.
    Fransson, Göran
    University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences, Curriculum studies.
    Research on mentor education for mentors of newly qualified teachers: A qualitative meta-synthesis2015In: Teaching and Teacher Education: An International Journal of Research and Studies, ISSN 0742-051X, E-ISSN 1879-2480, Vol. 48, p. 75-86Article in journal (Refereed)
    Abstract [en]

    The aim of this meta-synthesis is to deepen the understanding and knowledge of qualitative research focusing on education for mentors of newly qualified teachers. Altogether, 10 studies were included and synthesised. Four common themes emerged in the initial analysis: School and mentoring context, Theory and practice, Reflection and critical thinking and Relationships. Furthermore, three overarching dimensions were found as a final synthesis guiding the further development of mentor education: 1) Contextual dimensions, 2) Theoretical-analytical dimensions, and 3) Relational dimensions. The synthesis stresses the importance of a systematic, long-term and research-informed mentor education that develops mentors' (self-)understanding of teaching and mentoring.

  • 321.
    Aspfors, Jessica
    et al.
    Faculty of Education, Åbo Akademi University, Finland.
    Fransson, Göran
    University of Gävle, Faculty of Education and Business Studies, Department of Culture Studies, Religious Studies and Educational Sciences, Curriculum studies.
    Heikkinen, Hannu
    Finnish Institute for Educational Research, University of Jyväskylä, Finland.
    Collaboration or assessment? Some perspectives on mentoring in Finland and Sweden.2010In: The conference Promoting Learning and Well-Being of Students and teacher at University of Jyväskylä, Finland, 7-9 June 2010.: Paper Presented 7 June, 2010Conference paper (Refereed)
    Abstract [en]

    Collaboration or assessment? Some perspectives on mentoring in Finland and Sweden

    JESSICA ASPFORS, Faculty of Education, Åbo Akademi University, Finland

    GÖRAN FRANSON, Faculty of Education and Business Studie, University of Gävle, Sweden

    HANNU L. T. HEIKKINEN, Finnish Institute for Educational Research, University of Jyväskylä, Finland

    In this presentation, some tensional trends within mentoring, which we call a contradiction between collaboration and assessment, will be addressed. The aim is threefold: firstly to describe and compare the development of mentoring programs in Finland and Sweden at a system level, secondly to illustrate how the various mentoring systems have been experienced by the persons involved and thirdly to discuss the political and ideological circumstances and the possible effects of these solutions. The study is based on empirical data from the Finnish and Swedish contexts, both on the level of mentors’ and NQTs’ experiences, based on interviews and/or focus group discussions and on the national policy level, based on policy documents on teacher education and, in the Swedish part, the responses of teacher educators to them.

    The tentative result indicates profound differences between the two national initiatives of mentoring in Finland and Sweden. The mentoring process in Finland, peer group mentoring, is clearly based on social constructivist assumptions on knowledge and learning. The integration of formal, informal and nonformal learning as well as the equality and professional autonomy as persons and professionals is central. The proposed system of a mandatory induction system in Sweden is, however, very different with mentoring, probation year, registration of teachers and possible assessment of NQTs as central components. In the presentation these issues will be discussed upon in terms of teachers’ continuing professional learning and development.

  • 322.
    Aspfors, Jessica
    et al.
    Åbo Akademi University, Vaasa, Finland.
    Fransson, Göran
    University of Gävle, Faculty of Education and Business Studies, Department of Culture Studies, Religious Studies and Educational Sciences, Curriculum studies.
    Heikkinen, Hannu
    Finnish Institute for Educational Research, University of Jyväskylä, Jyväskylä, Finland.
    Mentoring as Dialogue, Collaboration and/or Assessment?2012In: Transitions and Transformations in Learning and Education / [ed] P. Tynjälä, M.-L. Stenström & M. Saarnivaara, Dordrecht: Springer Berlin/Heidelberg, 2012, p. 271-290Chapter in book (Refereed)
    Abstract [en]

    In this chapter, some tensional trends within mentoring, which we call a contradiction between collaboration and assessment, are addressed. The aim is threefold: First, to describe and compare the development of mentoring programmes in Finland and Sweden at the system level; second, to illustrate how the various mentoring systems have been experienced by the persons involved; and third, to discuss the political and ideological circumstances and the possible effects of these solutions. The study is based on empirical data gathered in Finland and Sweden and examines the experiences of mentors and newly qualified teachers (NQTs) as well as the relevant national policies. The findings indicate profound differences between the two national initiatives of mentoring in Finland and Sweden. The mentoring process in Finland, using peer group mentoring, is based on social constructivistic assumptions regarding knowledge and learning. The integration of formal, informal and non-formal learning, as well as the equality and professional autonomy as a person and as a professional, is central. The system of mandatory induction in Sweden is very different, with mentoring, a probation year and the registration of teachers being central components. In such a system, the mentors' role of avoiding direct or indirect involvement in the assessment may become more challenging.

  • 323.
    Aspfors, Jessica
    et al.
    Åbo Akademi.
    Kemmis, Stephen
    Charles Sturt University, Australia.
    Fransson, Göran
    University of Gävle, Faculty of Education and Business Studies, Department of Culture Studies, Religious Studies and Educational Sciences, Curriculum studies.
    Edward-Grove, Cristine
    Charles Sturt University, Australia.
    Contested Architectures of Mentoring: Support, Supervision or Collective Self-Development2013Conference paper (Refereed)
    Abstract [en]

    In this paper, we describe contested practices of mentoring within and between Australia, Finland and Sweden. Our study is based on national policy documents and empirical data from participants involved in mentoring. The theoretical framework will build on practice theory (Kemmis & Grootenboer, 2008; Kemmis & Heikkinen 2012). The aim is to demonstrate three archetypes persisting in literature and practices: mentoring as supervision, support and collective self-development. In Australia, we find the three kinds of mentoring jostling with one another. In Finland, the perspective of collective self-development is emphasized. In Sweden, the traditional model of mentoring (support) has been typical since 1995, with a current reform of teacher induction which turns mentoring more into supervision.

    Our paper will show (1) that the meanings of 'mentoring' are contested within and between the countries involved; (2) that the three forms of mentoring identified represent three different projects: (a) assisting newly qualified teachers (NQTs) to pass through probation or (b) traditional mentoring of NQTs by more experienced teachers or (c) peer-group mentoring (PGM); and (3) that these three projects, that could be simultaneously present, also involve and imply quite different practice architectures in the form of different materialeconomic, social-political and cultural-discursive arrangements.

  • 324.
    Asplund, Andreas
    et al.
    University of Gävle.
    Laine, Linda
    University of Gävle.
    Liljeroth, Veronica
    University of Gävle.
    Att läsa och lära på distans!: vilka möjligheter ger den nya tekniken?2000Report (Other (popular science, discussion, etc.))
    Abstract [sv]

    Denna skrift är ett delresultat av det IT-projekt vid Högskolan i Gävle (HiG), som arbetat med IT och distansutbildning. Projektet har varit verksamt under 1997-2000 och finansierats av KK-stiftelsen, Länsstyrelsen i Gävleborg, EU (Sociala fonden) samt av HiG. Projektets syfte har varit att, via Internet, driva utvecklingen av distansutbildning framåt. Internetbaserade lösningar för förmedling av digital information öppnar ständigt nya möjligheter för både distansstudenten och den lärare som undervisar på distans. Huvudmålet har varit att tillgängliggöra de nya verktygen för genomförande och distribution av distansundervisning. Vi har haft som delmål att sprida erfarenheter och reflektioner gjorda i projektet. I denna skrift har vi samlat tankar och idéer från lärare och andra engagerade i projektet. Skriften är ett sätt för oss att nå ut till dig som på något sätt kommer, eller har kommit, i kontakt med distansundervisning i någon form. Vi vill på detta sätt dela med oss av vårt arbete.

    Vår förhoppning är att inspirera Dig, som av olika skäl inte har möjlighet att studera på traditionellt sätt, att studera på distans, och till Dig som undervisar på högskola eller universitet hoppas vi kunna vara en källa till att väcka nya idéer för skapande av en mer flexibel undervisning.

    Vi har varit många personer som deltagit i projektet på ett eller annat sätt. Många erfarenheter har gjorts och ofta har det legat mycket vilja, iver och entusiasm bakom våra resultat. Utan hänförda projektdeltagare hade inte denna skrift blivit av överhuvudtaget. Jag vill härmed rikta ett stort TACK till alla Er som arbetet i projektet under den här tiden!

  • 325.
    Assefa, Getachew
    et al.
    Division of Industrial Ecology, Royal Institute of Technology, Stockholm, Sweden.
    Björklund, Anna
    Division of Industrial Ecology, Royal Institute of Technology, Stockholm, Sweden.
    Eriksson, Ola
    Division of Industrial Ecology, Royal Institute of Technology, Stockholm, Sweden.
    Frostell, Björn
    Division of Industrial Ecology, Royal Institute of Technology, Stockholm, Sweden.
    ORWARE: an aid to Environmental Technology Chain Assessment2005In: Journal of Cleaner Production, ISSN 0959-6526, E-ISSN 1879-1786, Vol. 13, no 3, p. 265-274Article in journal (Refereed)
    Abstract [en]

    This article discusses the ORWARE tool, a model originally developed for environmental systems analysis of waste management systems, and shows its prospect as a tool for environmental technology chain assessment. Different concepts of technology assessment are presented to put ORWARE into context in the discussion that has been going for more than two decades since the establishment of the US Congressional Office of Technology Assessment (OTA). An even-handed assessment is important in different ways such as reproducibility, reliability, credibility, etc. Conventional technology assessment (TA) relied on the judgements and intuition of the assessors. A computer-based tool such as ORWARE provides a basis for transparency and a structured management of input and output data that cover ecological and economic parameters. This permits consistent and coherent technology assessments. Using quantitative analysis as in ORWARE makes comparison and addition of values across chain of technologies easier. We illustrate the application of the model in environmental technology chain assessment through a study of alternative technical systems linking waste management to vehicle fuel production and use. The principles of material and substance flow modelling, life cycle perspective, and graphical modelling featured in ORWARE offer a generic structure for environmentally focused TA of chains and networks of technical processes.

  • 326.
    Assefa, Getachew
    et al.
    Avdelningen för industriellt miljöskydd, KTH, Stockholm.
    Eriksson, Ola
    Avdelningen för industriellt miljöskydd, KTH, Stockholm.
    Frostell, Björn
    Avdelningen för industriellt miljöskydd, KTH, Stockholm.
    Kuttainen, Karin
    Avdelningen för industriellt miljöskydd, KTH, Stockholm.
    Kompostering eller förbränning av hushållsavfall i Stockholm: En systemstudie av effekter på miljö, energi och ekonomi2001Report (Other academic)
    Abstract [sv]

    En systemanalys som utvärderar potentiella effekter på miljön, energiomsättning och ekonomi har genomförts där storskalig kompostering jämförts med förbränning. Studien har utförts på uppdrag av Birka Värme och är tänkt som en jämförelse av olika former av kapacitetsökning för behandling av avfall i Stockholmsområdet. Förebilder för behandlingsprocesserna är avfallsförbränningsanläggningen Högdalenverket som drivs av Birka Energi och en planerad storskalig komposteringsanläggning i Stora Vika i Rondecos regi. Avfallet samlas in från Stockholm med närområden. Avfallet består till större delen av lättnedbrytbart organiskt avfall och slam från reningsverk. Även rötning har jämförts där en mindre del av totala avfallet, motsvarande ledig kapacitet i rötningsanläggningen, behandlas.

    Studien visar att det ur de flesta av de betraktade aspekterna är fördelaktigare att förbränna avfallet än att kompostera det. Detta beror på miljöpåverkan (övergödning och höga tungmetallhalter) i hanteringen av kompostpelletsen och inverkan av att förlorad fjärrvärmeproduktion vid kompostering måste ersättas.

    Kompostering är att föredra ur klimatsynpunkt då dess bidrag till global uppvärmning (växthuseffekten) är totalt sett något lägre än för förbränning. Det beror till största del på att koldioxid från förbränning av plast som finns i avfallet frigörs vid avfallsförbränningen. Skillnaden är dock inom felmarginalen och resultatet bör ej tas för självklart.

    För den potentiella miljöeffekten försurning är det dött lopp mellan kompostering och förbränning. Förbränningen av avfall ger visserligen högre försurande utsläpp än komposteringen men när hänsyn tas till att förlorad fjärrvärme måste ersättas vid kompostering och att det går åt mer elektricitet vid kompostering, elektricitet som antas framställas från förbränning av kol, jämnar resultatet ut sig.

    Det finns en hel del svagheter i analysen, bland annat är det inte fullständigt klarlagt vilka materialbalanser som råder i komposteringsprocessen. Även för spridningen av kompostpelletsen råder stora osäkerheter. I dessa fall har antaganden gjorts men det är viktigt att i den fortsatta granskningen använda tillförlitligare data.

  • 327.
    Assefa, Getachew
    et al.
    Industrial Ecology, KTH Royal Institute of Technology, Stockholm, Sweden.
    Eriksson, Ola
    Industrial Ecology, Royal Institute of Technology (KTH),.
    Järås, Sven
    Chemical Technology, KTH Royal Institute of Technology, Stockholm, Sweden.
    Kusar, Henrik
    Chemical Technology, KTH Royal Institute of Technology, Stockholm, Sweden.
    Life Cycle Assessment of Thermal Treatment Technologies: An environmental and financial systems analysis of gasification, incineration and landfilling of waste2002Report (Other academic)
    Abstract [en]

    A technology which is currently developed by researchers at KTH is catalytic combustion which is one component of a gasification system. Instead of performing the combustion in the gas turbine by a flame, a catalyst is used. When the development of a new technology (as catalytic combustion) reaches a certain step where it is possible to quantify material-, energy- and capital flows, the prerequisites for performing a systems analysis is at hand. The systems analysis can be used to expand the know-how about the potential advantages of the catalytic combustion technology by highlighting its function as a component of a larger system. In this way it may be possible to point out weak points which have to be investigated more, but also strong points to emphasise the importance of further development.

    The aim of this project was to assess the energy turnover as well as the potential environmental impacts and economic costs of thermal treatment technologies in general and catalytic combustion in particular. By using a holistic assessment of the advantages and disadvantages of catalytic combustion of waste it was possible to identify the strengths and weaknesses of the technology under different conditions. Following different treatment scenarios have been studied: (1) Gasification with catalytic combustion, (2) Gasification with flame combustion, (3) Incineration with energy recovery and (4) Landfilling with gas collection. In the study compensatory district heating is produced by combustion of biofuel. The power used for running the processes in the scenarios is supplied by the waste-to-energy technologies themselves while compensatory power is assumed to be produced from natural gas. The emissions from the system studied were classified and characterised using methodology from Life Cycle Assessment into the following environmental impact categories: Global Warming Potential (also called the green house effect), Acidification Potential, Eutrophication Potential and finally Formation of Photochemical Oxidants.

    It is obvious that a decreased use of landfilling in favour of an increased energy recovery from waste is positive from all considered impact categories. Gasification with energy recovery in a combi cycle using catalytic combustion in the gas turbine is the most competitive technology from primarily an environmental point of view. The financial costs are however a bit higher than for incineration with energy recovery. This conclusion depends, however, on the assumption that the gasification and catalyst technologies work as the researchers presume and that the fuel is of high quality. For this, the pelletising unit is vital in the technology chain.

    A comparison of the catalytic combustion and the flame combustion shows that all impact categories except acidification, eutrophication and photochemical oxidants remain the same. The gasification process is identical between the two alternatives; it is just the combustion technology in the gas turbine that is different. This explains why the fuel consumption and the financial costs are not changed (a minor extra investment is made for the catalyst but is not noticeable in comparison to the total impact). Emissions of greenhouse gases are also identical. For the other impact categories there are differences for several of the emissions involved in the impact assessment but NOX is clearly the dominating one.

    Gasification with catalytic combustion is competitive to incineration. The small difference for eutrophication is within the error margin and is strongly dependent on the reduction of NOX in the incineration plant. The explanation to this result is that a combi cycle in combination with natural gas as the alternative power generation is a better system solution than incineration with biofuel as compensatory fuel. Financial costs are somewhat higher than for incineration but could also claimed to be within the error margin since the inventory of costs are more uncertain due to the fact that there is no plant with gasification and catalytic combustion in operation.

  • 328.
    Assefa, Getachew
    et al.
    Department of Industrial Ecology, School of Industrial Engineering and Management, Royal Institute of Technology, Stockholm.
    Glaumann, Mauritz
    University of Gävle, Faculty of Engineering and Sustainable Development, Department of Building, Energy and Environmental Engineering, Environmental engineering. Division of Environmental Strategies Research, Department of Urban Planning and Environment, School of Architecture and the Built Environment, Stockholm.
    Malmqvist, Tove
    Division of Environmental Strategies Research, Department of Urban Planning and Environment, School of Architecture and the Built Environment, Stockholm.
    Eriksson, Ola
    University of Gävle, Faculty of Engineering and Sustainable Development, Department of Building, Energy and Environmental Engineering, Environmental engineering.
    Quality versus impact: Comparing the environmental efficiency of building properties using the EcoEffect tool2010In: Building and Environment, ISSN 0360-1323, E-ISSN 1873-684X, Vol. 45, no 5, p. 1095-1103Article in journal (Refereed)
    Abstract [en]

    There are tools that are developed for the assessment of the environmental impact of buildings (e.g. ATHENA). Other tools dealing with the indoor and outdoor environmental quality of building properties (referred to as real estates in other literature) are also available (e.g. GBTool). A platform where both the aspects of quality and impact are presented in an integrated fashion are few. The aim of this contribution is to present how the performance of different building properties can be assessed and compared using the concept of environmental efficiency in a Swedish assessment tool called EcoEffect. It presents the quality dimension in the form of users' satisfaction covering indoor and outdoor performance features against the weighted environmental impact covering global and local impacts. The indoor and outdoor values are collected using questionnaires combined with inspection and some measurements. Life cycle methodology is behind the calculation of the weighted external environmental impact. A case study is presented to show the application of EcoEffect using a comparative assessment of Lindas and a Reference property. The results show that Lindas block is better in internal environment quality than the Reference property. It performs slightly worse than the Reference property in the external environmental impact due to emissions and waste from energy and material use. The approach of integrated presentation of quality and impact as in EcoEffect provides with the opportunity of uncovering issues problem shifting and sub-optimisation. This avoids undesirable situations where the indoor quality is improved through measures that result in higher external environmental impact. (C) 2009 Elsevier Ltd. All rights reserved.

  • 329.
    Assefa, Getachew
    et al.
    School of Chemical Sciences and Engineering, Royal Institute of Technology, Industrial Ecology, Stockholm, Sweden.
    Glaumann, Mauritz
    University of Gävle, Department of Technology and Built Environment, Ämnesavdelningen för byggnadskvalitet.
    Malmqvist, Tove
    Department of Infrastructure, Royal Institute of Technology, Built Environment Analysis, Stockholm, Sweden.
    Kindembe, Beatric
    White Arkitekter, Stockholm, Sweden.
    Hult, Marie
    Swedish University of Agricultural Sciences, Landscape Architecture, Uppsala, Sweden.
    Myhr, Ulla
    Swedish University of Agricultural Sciences, Landscape Architecture, Uppsala, Sweden.
    Eriksson, Ola
    University of Gävle, Department of Technology and Built Environment, Ämnesavdelningen för byggnadskvalitet.
    Environmental assessment of building properties - where natural and social sciences meet: the case of EcoEffect2007In: Building and Environment, ISSN 0360-1323, E-ISSN 1873-684X, Vol. 42, no 3, p. 1458-1464Article in journal (Refereed)
    Abstract [en]

    The EcoEffect method of assessing external and internal impacts of building properties is briefly described. The external impacts of manufacturing and transport of the building materials, the generation of power and heat consumed during the operation phase are assessed using life-cycle methodology. Emissions and waste; natural resource depletion and toxic substances in building materials are accounted for. Here methodologies from natural sciences are employed. The internal impacts involve the assessment of the risk for discomfort and ill-being due to features and properties of both the indoor environment and outdoor environment within the boundary of the building properties. This risk is calculated based on data and information from questionnaires; measurements and inspection where methodologies mainly from social sciences are used. Life-cycle costs covering investment and utilities costs as well as maintenance costs summed up over the lifetime of the building are also calculated.

    The result presentation offers extensive layers of diagrams and data tables ranging from an aggregated diagram of environmental efficiency to quantitative indicators of different aspects and factors. Environmental efficiency provides a relative measure of the internal quality of a building property in relation to its external impact vis-à-vis its performance relative to other building properties.

  • 330.
    Assefa, Getashew
    et al.
    Division of Industrial Ecology, Royal Institute of Technology, Stockholm, Sweden.
    Eriksson, Ola
    Division of Industrial Ecology, Royal Institute of Technology, Stockholm, Sweden.
    Frostell, Björn
    Division of Industrial Ecology, Royal Institute of Technology, Stockholm, Sweden.
    Technology assessment of thermal treatment technologies using ORWARE2005In: Energy Conversion and Management, ISSN 0196-8904, E-ISSN 1879-2227, Vol. 46, no 5, p. 797-819Article in journal (Refereed)
    Abstract [en]

    A technology assessment of thermal treatment technologies for wastes was performed in the form of scenarios of chains of technologies. The Swedish assessment tool, ORWARE, was used for the assessment. The scenarios of chains of thermal technologies assessed were gasification with catalytic combustion, gasification with flame combustion, incineration and landfilling. The landfilling scenario was used as a reference for comparison. The technologies were assessed from ecological and economic points of view.

    The results are presented in terms of global warming potential, acidification potential, eutrophication potential, consumption of primary energy carriers and welfare costs. From the simulations, gasification followed by catalytic combustion with energy recovery in a combined cycle appeared to be the most competitive technology from an ecological point of view. On the other hand, this alternative was more expensive than incineration. A sensitivity analysis was done regarding electricity prices to show which technology wins at what value of the unit price of electricity (SEK/kW h).

    Within this study, it was possible to make a comparison both between a combined cycle and a Rankine cycle (a system pair) and at the same time between flame combustion and catalytic combustion (a technology pair). To use gasification just as a treatment technology is not more appealing than incineration, but the possibility of combining gasification with a combined cycle is attractive in terms of electricity production.

    This research was done in connection with an empirical R&D work on both gasification of waste and catalytic combustion of the gasified waste at the Division of Chemical Technology, Royal Institute of Technology (KTH), Sweden.

  • 331.
    Astner, Linda
    et al.
    Gävle Hamn AB, Gävle, Sweden.
    Carpenter, Angela
    University of Leeds, UK.
    Lozano, Rodrigo
    University of Gävle, Faculty of Engineering and Sustainable Development, Department of Industrial Development, IT and Land Management, Industrial economics. University of Gävle, Center for Logistics and Innovative Production.
    Sammalisto, Kaisu
    University of Gävle, Faculty of Engineering and Sustainable Development, Department of Industrial Development, IT and Land Management, Industrial economics. University of Gävle, Center for Logistics and Innovative Production.
    Utilizing waste to create new port land2018In: Port Technology, Vol. 77, no Spring, p. 118-119Article in journal (Other (popular science, discussion, etc.))
    Abstract [en]

    This paper presents the most recent port expansion and the major dredging and land creation project that has been undertaken in the Port of Gävle since 2007. This project has seen the deepening and widening of the fairway to accommodate larger vessels, as well as the construction of a new cargo terminal area due to open in late 2019. This land creation work has been undertaken using contaminated sediments dredged from deepening the shipping channel.

  • 332.
    Attius, Håkan
    University of Gävle.
    Akademisk högtid: Högskolan i Gävle 15 april 20112011Collection (editor) (Other (popular science, discussion, etc.))
  • 333.
    Attius, Håkan
    University of Gävle, Vice-Chancellor's Office.
    Akademisk högtid: Högskolan i Gävle 25 april 20142014Other (Other (popular science, discussion, etc.))
  • 334.
    Attorps, Iiris
    University of Gävle, Department of Mathematics, Natural and Computer Sciences, Ämnesavdelningen för matematik och statistik.
    Concept definition and concept image: in the case of equations2007In: Ämnesdidaktik ur ett nationellt och internationellt perspektiv: rapport från Rikskonferensen i ämnesdidaktik, Kristianstad: Kristianstad University Press , 2007, p. 89-98Conference paper (Refereed)
    Abstract [en]

    The purpose of this study is to analyse what kind of conceptions secondary school teachers in mathematics have about equations and how these conceptions are related to the formal definition of the concept of equation. Data was gathered by interviews and questionnaires. Both newly graduated and experienced secondary school teachers were participated in this study. The phenomenographic research approach in order to analyse research outcomes was applied in the investigation. From a phenomenographic analysis of the interview transcripts I found that some patterns could be identified in them and the three qualitatively distinct categories of description about equations could be discerned among the teachers’ conceptions. The research results indicated that equations were apprehended as a procedure, as an answer and as a ‘rewritten’ expression.

  • 335.
    Attorps, Iiris
    University of Gävle, Department of Mathematics, Natural and Computer Sciences, Ämnesavdelningen för matematik och statistik.
    Definitions and Problem Solving: Problem Solving in Mathematics Education Proceedings of the ProMath meeting June 30- July 2, 2004 in Lahti, Finland2005Report (Other academic)
    Abstract [en]

    In this article student teachers’ conceptions of equations are discussed. Data was gathered from 75 student teachers by interviews and questionnaires. Both the quantitative and qualitative research methods were applied in the study. The research results indicate that some specific examples of concepts, which at first appear in teaching, and learning of mathematics are more central to the student teachers than other examples. The former examples are often called prototypes. The investigation shows that students tend to identify the concept equation with one of the prototypical examples and that the concept image develops from one unique prototypical example to include more examples of increasing distance from the prototypical example. The results also indicate that the student teachers’ concept images include erroneous conceptions of the concept equation.

  • 336.
    Attorps, Iiris
    University of Gävle, Department of Mathematics, Natural and Computer Sciences, Ämnesavdelningen för matematik och statistik.
    Matematikdidaktik för blivande 4-9-lärare2001Report (Other academic)
  • 337.
    Attorps, Iiris
    University of Gävle, Department of Mathematics, Natural and Computer Sciences, Ämnesavdelningen för matematik och statistik.
    Mathematics teachers' conceptions about concept learning in algebra2007In: Current state of research on mathematical beliefs XII: proceedings of the MAVI-7 [i.e. MAVI-12] Workshop, May 25-28, 2006, Helsinki: University of Helsinki , 2007, , p. 12Chapter in book (Other academic)
    Abstract [en]

    In this article I discuss the mathematics teachers’ conceptions about concept learning in algebra from school and university time. The study has a focus on the particular topic of equations. The data was gathered by interviews and questionnaires. Both newly graduated and experienced secondary school teachers were participated in this study. The phenomenographic research method in order to analyse research outcomes was applied in the investigation. The research results indicated that the teachers experience the learning of equations from school and university time on four qualitatively different ways. Learning was apprehended as doing routine problems, as memorizing and reproduction of rules and models, as doing applications and as interaction with other students.

  • 338.
    Attorps, Iiris
    University of Gävle, Department of Mathematics, Natural and Computer Sciences, Ämnesavdelningen för matematik och statistik.
    Mathematics teachers' conceptions about equations2006Doctoral thesis, monograph (Other scientific)
    Abstract [en]

    The aim of this study is to describe and to clarify the mathematics teachers’ subject matter and pedagogical content conceptions about equations. As the basis of these conceptions, the teachers’ experiences of the concept learning of equations from their own school time are described. The early research of conceptions has been concentrated on pupils’ conceptions of the topic as a contrast to scientific conceptions since the middle of the 1970s. Research of teachers’ conceptions of mathematics and mathematics teaching and learning has grown during the last decade. However, in these studies teachers’ conceptions of a specific content area in mathematics have not been investigated. In the theoretical background of the research, different traditions of school mathematics learning and teaching are treated. By using theories of experiential learning, it has been possible to study such learning situations and experiences, which may lead to the development of subjective conceptions of mathematical concepts. In order to understand difficulties concerning the concept formation in mathematics the theory of the concept image and the concept definition as well as the theory based on the duality of mathematical concepts have been studied. The acquired experiences from school time seem to lay the basis of both the teachers’ subject matter and pedagogical content-specific conceptions and decisions. Different components in teacher knowledge base together with current research both in teachers’ subject matter and pedagogical content knowledge are therefore presented at the end of the theoretical framework. By combining different kinds of methods like questionnaires, recorded interviews, videotape recording of six lessons in mathematics and observations the research empirical material was collected. In this investigation, five novice, five expert and 75 student teachers in mathematics participated. The preliminary investigation included 30 student teachers. In the study the phenomenographic approach is used in order to reveal differences between the teachers’ conceptions and experiences about equations. The research results indicate that equations are not apprehended as complete, static objects. Conceptions about equations reveal that equations are closely related to the symbols x and y and solving procedures. The teachers’ experiences of learning and teaching of mathematics may have formed their conceptions. The conceptions about equations seem to be based on the teachers’ experiences in arithmetic and their first impressions of learning the process of solving equations. The teachers apprehend equation teaching as a study of procedures rather than as a study of central ideas and concepts of algebra. Both aspects are however equally important at compulsory school, since the teaching of algebra should develop pupils’ ability both to use and to understand the basic algebraic concepts. Some of the teachers do not have a clear conception what the pupils should attain in algebra at compulsory school according to the specific goals in Swedish mathematics curriculum. The research results further show that both the expert and the novice teachers have various apprehensions of the pupils’ difficulties concerning equations.

  • 339.
    Attorps, Iiris
    University of Gävle, Department of Mathematics, Natural and Computer Sciences, Ämnesavdelningen för matematik och statistik.
    Ongoing research in mathematics education in school context2009In: Perspectives on mathematical knowledge: proceedings of MADIF 6 : the 6th Swedish Mathematics Education Research Seminar, Stockholm, January 29-30, 2008 / [ed] Christer Bergsten, Barbro Grevholm, Thomas Lingefjärd, Linköping: LiU-Tryck , 2009, p. 116-117Conference paper (Refereed)
  • 340.
    Attorps, Iiris
    University of Gävle, Department of Mathematics, Natural and Computer Sciences, Ämnesavdelningen för matematik och statistik.
    Secondary school teachers’ conceptions about algebra teaching2005Conference paper (Refereed)
  • 341.
    Attorps, Iiris
    University of Gävle, Department of Mathematics, Natural and Computer Sciences, Ämnesavdelningen för matematik och statistik.
    Secondary school teachers’ pedagogical content knowledge2004In: Proceedings of the Annual Meeting of the International Group for the Psychology of Mathematics Education (PME). Volume 1 / [ed] H. M.Jonsen & A. B. Fuglestad, Norge: University College , 2004Conference paper (Refereed)
  • 342.
    Attorps, Iiris
    University of Gävle, Department of Mathematics, Natural and Computer Sciences, Ämnesavdelningen för matematik och statistik.
    Teachers’ image of the "equation" concept2003In: CERME 3: Third Conference of the European Society for Research in Mathematics education, 2003Conference paper (Refereed)
    Abstract [en]

    The purpose of this study is to analyse what kind of conceptions secondaryteachers in mathematics have of the equation concept and what kind of experiencesgave rise to their own concept learning. Ten secondary school teachers ofmathematics participated in the study. Data was gathered by interviews andquestionnaires. The ‘phenomenographic’ research method was applied ininterpreting the results of the investigation. The results indicate that the teachers’conceptions of the equation concept differ from the formal definition of the equationconcept. At school they spent most of their time developing procedural skills insteadof mathematical understanding.

  • 343.
    Attorps, Iiris
    University of Gävle, Department of Mathematics, Natural and Computer Sciences, Ämnesavdelningen för matematik och statistik.
    Teachers’ knowledge about the equation concept2002In: International group for the psychology of mathematics education PME 26, 2002, p. 1-335Conference paper (Other academic)
  • 344.
    Attorps, Iiris
    University of Gävle, Department of Mathematics, Natural and Computer Sciences, Ämnesavdelningen för matematik och statistik.
    Uppfattningar hos lärare av ekvationsbegreppet2003Report (Other academic)
    Abstract [en]

    Syftet med min studie är att beskriva hur matematiklärare uppfattar begreppet ekvation. Min målsättning är också att undersöka lärarnas erfarenheter av ekvationsinlärning från grundskolan till universitetsnivån. Tio lärare från grundskolans högstadium har deltagit i undersökningen. Fem är nyutexaminerade lärare med mindre än ett års yrkeserfarenhet. Data i undersökningen samlades in genom enkäter och intervjuer. Undersökningsresultat analyserades genom fenomenografisk metod. Resultatet pekar på att lärarnas uppfattningar av ekvationsbegreppet avviker från den formella begreppsdefinitionen. De känner osäkerhet inför matematiska symboler, bokstavsuttryck och lösningsprocedurer. Deras skolerfarenheter visar att de har använt största delen av tiden till att utveckla algoritmiska färdigheter istället för matematisk förståelse.

  • 345.
    Attorps, Iiris
    et al.
    University of Gävle, Faculty of Engineering and Sustainable Development, Department of Electronics, Mathematics and Natural Sciences, Mathematics.
    Björk, Kjell
    University of Gävle, Faculty of Engineering and Sustainable Development, Department of Electronics, Mathematics and Natural Sciences, Mathematics.
    Lingefjärd, Thomas
    Institutionen för pedagogik och didaktik, Göteborgs universitet.
    Radic, Mirko
    University of Gävle, Faculty of Engineering and Sustainable Development, Department of Electronics, Mathematics and Natural Sciences, Mathematics.
    Application of Variation Theory in Teaching and Learning of Taylor Polynomials with GeoGebra2012In: Proceedings of the 12th International Congress on Mathematics Education. Seoul. Korea, Seoul. Korea, 2012, p. 3479-3488Conference paper (Refereed)
    Abstract [en]

    We report on a teaching experiment regarding Taylor polynomial approximations at the level of university mathematics teaching. The experiment was carried by using the free dynamic mathematics software GeoGebra. A 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 theoretical assumptions of this study rest on Variation theory. The data were gathered by doing a post test concerning Taylor polynomials. Our experiment revealed that the answers from the GeoGebra group in the post test were more varied compared with the results in the control group.

  • 346.
    Attorps, Iiris
    et al.
    University of Gävle, Faculty of Engineering and Sustainable Development, Department of Electronics, Mathematics and Natural Sciences, Mathematics.
    Björk, Kjell
    University of Gävle, Faculty of Engineering and Sustainable Development, Department of Electronics, Mathematics and Natural Sciences, Mathematics.
    Radic, Mirko
    University of Gävle, Faculty of Engineering and Sustainable Development, Department of Electronics, Mathematics and Natural Sciences, Mathematics.
    Generating the patterns of variation with GeoGebra: the case of polynomial approximations2016In: 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)
    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. 

  • 347.
    Attorps, Iiris
    et al.
    University of Gävle, Faculty of Engineering and Sustainable Development, Department of Electronics, Mathematics and Natural Sciences, Mathematics.
    Björk, Kjell
    University of Gävle, Faculty of Engineering and Sustainable Development, Department of Electronics, Mathematics and Natural Sciences, Mathematics.
    Radic, Mirko
    University of Gävle, Faculty of Engineering and Sustainable Development, Department of Electronics, Mathematics and Natural Sciences, Mathematics.
    Improving undergraduate mathematics teaching2010In: The proceedings of MADIF7; The 7th Swedish Mathematics  Education Research Seminar, Stockholm, January 26-27, 2010., 2010Conference paper (Refereed)
  • 348.
    Attorps, Iiris
    et al.
    University of Gävle, Faculty of Engineering and Sustainable Development, Department of Electronics, Mathematics and Natural Sciences, Mathematics.
    Björk, Kjell
    University of Gävle, Faculty of Engineering and Sustainable Development, Department of Electronics, Mathematics and Natural Sciences, Mathematics.
    Radic, Mirko
    University of Gävle, Faculty of Engineering and Sustainable Development, Department of Electronics, Mathematics and Natural Sciences, Mathematics.
    The use of mathematics software in university mathematics teaching2011In: The proceedings of the Seventh Congress of the European Society for Research in Mathematics education. Poland.  University of Rzeszow. / [ed] M. Pytland, E. Swoboda & T. Rowland, 2011, p. 2188-2197Conference paper (Refereed)
    Abstract [en]

    In this paper we report on a teaching experiment regarding the definite integral concept in university mathematics teaching. The experiment was carried out at a Swedish university by using the free dynamic mathematics software GeoGebra. In our theoretical framework we apply Variation Theory, originating in the phenomenographic research tradition. The data of this study consist of the lecture plan and the engineering students’ answers to pre and post tests. In the analysis of the data we applied statistical methods. The experiment revealed that by using GeoGebra it is possible to create learning opportunities of the definite integral concept that support the students’ learning.

  • 349.
    Attorps, Iiris
    et al.
    University of Gävle, Faculty of Engineering and Sustainable Development, Department of Electronics, Mathematics and Natural Sciences, Mathematics.
    Björk, Kjell
    University of Gävle, Faculty of Engineering and Sustainable Development, Department of Electronics, Mathematics and Natural Sciences, Mathematics.
    Radic, Mirko
    University of Gävle, Faculty of Engineering and Sustainable Development, Department of Electronics, Mathematics and Natural Sciences, Mathematics.
    Tossavainen, Timo
    University of Eastern Finland.
    The Learning Study Model and the Teaching of the Definite Integral Concept2010In: Reports and Studies in Education, Humanities, and Theology / [ed] M. Asikainen, P. E. Hirvonen & K. Sormunen, Joensuu: University of Eastern Finland , 2010, p. 77-86Conference paper (Refereed)
    Abstract [en]

    In recent years, there have been several studies in mathematics education basing on the variation theory and the model of Learning Study that involves co-operation between teachers and researchers in an iterative process. Most of these studies have focused on the teaching and learning of elementary school mathematics rather than topics in advanced mathematics. In this paper, we discuss some challenges and possibilities of the Learning Study model and the variation theory when developing the teaching of mathematics at advanced levels. More precisely, we report on a series of teaching experiments on the definite integral concept. The experiments were carried out at a Swedish university. The data of this study consists of the documents on the observation of three lectures and the students’ answers to pre and post tests. Both engineering and teacher students participated. In the analysis of the data, we applied statistical methods. Although the series consisted only of three lectures, it revealed that the students’ understanding about certain – but not necessarily all – aspects of the definite integral concept can be enhanced by using the Learning Study model.

  • 350.
    Attorps, Iiris
    et al.
    University of Gävle, Faculty of Engineering and Sustainable Development, Department of Electronics, Mathematics and Natural Sciences, Mathematics.
    Björk, Kjell
    University of Gävle, Faculty of Engineering and Sustainable Development, Department of Electronics, Mathematics and Natural Sciences, Mathematics.
    Radic, Mirko
    University of Gävle, Faculty of Engineering and Sustainable Development, Department of Electronics, Mathematics and Natural Sciences, Mathematics.
    Tossavainen, Timo
    University of Eastern Finland, Finland.
    Varied ways to teach the definite integral concept2013In: International Electronic Journal of Mathematics Education, ISSN 1306-3030, Vol. 8, no 2-3, p. 81-99Article in journal (Refereed)
    Abstract [en]

    In this paper, we report on a collaborative teaching experiment based on the Learning Study model (LS model) which grounds on the Variation Theory. Until today, most of such studies have focused on the teaching and learning of elementary school mathematics; ours was carried out in undergraduate mathematics education. In the following, we discuss how we managed to promote students’ conceptual learning by varying the treatment of the object of learning (the concept of definite integral and the Fundamental Theorem of Calculus) during three lectures on an introductory course in calculus. We also discuss the challenges and possibilities of the LS model and the Variation Theory in the development of the teaching of tertiary mathematics in general. The experiment was carried out at aSwedish university. The data of the study consists of the documents of the observation of three lectures and the students’ answers to the pre- and post-tests of each lesson. The analysis of learning results revealed some critical aspects of the definite integral concept and patterns of variations that seem to be effective to a significant degree. For example, we found several possibilities to use GeoGebra to enrich students’ learning opportunities.

45678910 301 - 350 of 9003
CiteExportLink to result list
Permanent link
Cite
Citation style
  • apa
  • harvard-cite-them-right
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • sv-SE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • de-DE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf