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Bergwall, A. & Hemmi, K. (2017). The State of Proof in Finnish and Swedish Mathematics Textbooks: Capturing Differences in Approaches to Upper-Secondary Integral Calculus. Mathematical Thinking and Learning, 19(1), 1-18
Open this publication in new window or tab >>The State of Proof in Finnish and Swedish Mathematics Textbooks: Capturing Differences in Approaches to Upper-Secondary Integral Calculus
2017 (English)In: Mathematical Thinking and Learning, ISSN 1098-6065, E-ISSN 1532-7833, Vol. 19, no 1, p. 1-18Article in journal (Refereed) Published
Abstract [en]

Students’ difficulties with proof, scholars’ calls for proof to be a consistent part of K-12 mathematics, and the extensive use of textbooks in mathematics classrooms motivate investigations on how proof-related items are addressed in mathematics textbooks. We contribute to textbook research by focusing on opportunities to learn proof-related reasoning in integral calculus, a key subject in transitioning from secondary to tertiary education. We analyze expository sections and nearly 2000 students’ exercises in the four most frequently used Finnish and Swedish textbook series. Results indicate that Finnish textbooks offer more opportunities for learning proof than do Swedish textbooks. Proofs are also more visible in Finnish text-books than in Swedish materials, but the tasks in the latter reflect a higher variation in nature of proof-related reasoning. Our results are compared with methodologically similar U.S. studies. Consequences for learning and transition to university mathematics, as well as directions for future research, are discussed.

Place, publisher, year, edition, pages
Taylor & Francis, 2017
National Category
Educational Sciences Other Mathematics
Research subject
Mathematics
Identifiers
urn:nbn:se:oru:diva-54871 (URN)10.1080/10986065.2017.1258615 (DOI)000393783900001 ()
Available from: 2017-01-19 Created: 2017-01-19 Last updated: 2020-01-30Bibliographically approved
Knutsson, M., Hemmi, K., Bergwall, A. & Ryve, A. (2013). School-based mathematics teacher education in Sweden and Finland: characterizing mentor – prospective teacher discourse. In: The Eighth Congress of the European Society for Research in Mathematics Education. Feb 6th - Feb 10th, 2013: . Paper presented at The Eighth Congress of the European Society for Research in Mathematics Education 2013, Antalya, Turkey. Antalya, Turkey
Open this publication in new window or tab >>School-based mathematics teacher education in Sweden and Finland: characterizing mentor – prospective teacher discourse
2013 (English)In: The Eighth Congress of the European Society for Research in Mathematics Education. Feb 6th - Feb 10th, 2013, Antalya, Turkey, 2013Conference paper, Published paper (Refereed)
Abstract [en]

Despite many similarities between the neighbouring countries Sweden and Finland, prior studies indicate that conceptualizations and discourses about school-based teacher education are very different. In this paper we add to this picture of differences, and contribute to the research discourse about school-based teacher education, by identifying and characterizing aspects of mathematics teaching made relevant in review meetings between mentors and prospective primary teachers. While the Swedish discourse typically focuses on the students’ individual work with textbooks, connections to everyday experiences and teaching as individual supervision, the Finnish discourse emphasizes lesson aims, learning and progression in mathematics through formative assessment and differentiation according to pupils’ abilities

Place, publisher, year, edition, pages
Antalya, Turkey: , 2013
Keywords
Comparative study, Finland, school-based teacher education, Sweden
National Category
Didactics
Research subject
Mathematics
Identifiers
urn:nbn:se:oru:diva-39167 (URN)978-975-429-315-9 (ISBN)
Conference
The Eighth Congress of the European Society for Research in Mathematics Education 2013, Antalya, Turkey
Available from: 2013-12-12 Created: 2014-11-28 Last updated: 2020-01-30Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0003-0120-9829

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