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  • 1.
    Bagger, Anette
    Department of science and mathematics education, Umeå University, Umeå, Sweden.
    Pressure at stake: Swedish third graders' talk about national tests in mathematics2016In: Nordisk matematikkdidaktikk, NOMAD: [Nordic Studies in Mathematics Education], ISSN 1104-2176, Vol. 21, no 1, p. 47-69Article in journal (Refereed)
    Abstract [en]

    This article presents part of a larger scale ethnographic study1 about Swedish national tests in mathematics in the third grade. Indications concerning possible needs in the test situation are examined through 102 pupils’ talk about pressure and what is at stake. Results imply that this test could be experienced as a high stakes test. Negative pressure is quite common, especially among multilingual pupils in need of support and boys in need of support. There are gendered differences in the talk about what is at stake. The article frames who the pupil in need of support might be from a pupil’s perspective, but also discusses how these possible positions of need might be managed in practice.

  • 2.
    Erixon, Eva-Lena
    Örebro University, School of Humanities, Education and Social Sciences. Matematikdidaktik, Högskolan Dalarna, Falun, Sweden.
    Convergences and influences of discourses in an online professional development course for mathematics teachers2017In: Nordisk matematikkdidaktikk, NOMAD: [Nordic Studies in Mathematics Education], ISSN 1104-2176, Vol. 22, no 1Article in journal (Refereed)
  • 3.
    Nilsson, Per
    Växjö universitet, Matematiska och systemtekniska institutionen, Växjö, Sweden.
    Operationalizing the analytical construct of contextualization2009In: Nordisk matematikkdidaktikk, ISSN 1104-2176, Vol. 14, no 1, p. 61-88Article in journal (Refereed)
    Abstract [en]

    This article elaborates on the construct of contextualization, which constitutes a constructivist contextual view on learning. Principles of constructivism and contextualization are operationalized into a set of four analytical categories, that teacher and researchers can use for organizing thinking about teaching and learning mathematics. The categories are discussed and verified throughout the design and analysis of a classroom compatible learning activity, which is supposed to promote probabilistic reasoning.Suggestions for developing the operationalization are discussed and, on account of that, the article invites for future efforts, where the explanatory power of contextualization and its analytical categories are further explored.

  • 4.
    Nilsson, Per
    et al.
    Örebro University, School of Science and Technology. Institutionen för matematikdidaktik (MD), Linnéuniversitetet, Växjö, Sweden.
    Lindström, Torsten
    Institutionen för matematik (MA), Linnéuniversitetet, Växjö, Sweden.
    Profiling Swedish teachers’ knowledge base in probability2013In: Nordisk matematikkdidaktikk, ISSN 1104-2176, Vol. 18, no 4, p. 51-72Article in journal (Refereed)
    Abstract [en]

    This paper aims at profiling Swedish teachers’ knowledge base in probability. 43 teachers in compulsory school answered a questionnaire on probability estimation tasks and concept tasks. In the concept tasks, they were challenged to explain their solutions and the content involved in the probability estimation tasks. We distin- guish five patterns in the teachers’ knowledge profile: 1) a basic understanding of the theoretical interpretation of probability, 2) problems with structuring compound events, 3) difficulty with conjunction and conditional probability, 4) a higher degree of common content knowledge than of specialized content knowledge and 5) limited understanding of random variation and principles of experimental probability.

  • 5.
    Seidouvy, Abdel
    et al.
    Örebro University, School of Science and Technology.
    Helenius, Ola
    Örebro University, School of Science and Technology. University of Gothenburg, Gothenburg, Sweden.
    Schindler, Maike
    Örebro University, School of Science and Technology. University of Cologne, Cologne, Germany.
    Authority in students’ peer collaboration in statistics: an empirical study based on inferentialism2019In: Nordisk matematikkdidaktikk, NOMAD: [Nordic Studies in Mathematics Education], ISSN 1104-2176, Vol. 24, no 2, p. 25-47Article in journal (Refereed)
    Abstract [en]

    Students’ peer collaboration efforts in mathematics and statistics is a topic that has increasingly gained attention in research. In any collaboration, authority relations play a role for how meaning is constituted: Whenever things are discussed and decision sare made, authority is involved in a sense that some arguments or persons may be more convincing and powerful than others. In this article, we investigate how authority changes dynamically in type and in distribution as groups of fifth grade students collaborate in data generation processes. We identify and categorize authority using an epistemological framework, which is based on the philosophical theory of inferentialism. The results show that the three different types of authority described in inferentialism are all identifiable in students’ collaborative work. We also find and categorize further types of authority connected to the statistics group work, some of which are hardly addressed in previous research.

  • 6.
    Sjöberg, Gunnar
    et al.
    Umeå University, Department of science and mathematics education, Umeå, Sweden.
    Silfver, Eva
    Umeå University, Department of science and mathematics education, Umeå, Sweden.
    Bagger, Anette
    Umeå University, Department of science and mathematics education, Umeå, Sweden.
    Disciplined by tests2015In: Nordisk matematikkdidaktikk, NOMAD: [Nordic Studies in Mathematics Education], ISSN 1104-2176, Vol. 20, no 1, p. 55-75Article in journal (Refereed)
    Abstract [en]

    This article reports on a Swedish research project on the reintroduction of national tests in mathematics for nine- to ten-year-old pupils. Data were collected over a period of three years (2010-2012) by video recording test situations in different classrooms and by conducting video-stimulated recall interviews with children. The aim is to explore and analyse the testing situation and how it creates different positions for children. We conclude that discourses of testing, caring and competition, sometimes strengthening and sometimes shadowing each other and thereby, produce knowledge in children about success and failure in mathematics, positioning children as ‘winners’ or ‘losers’. The tests are interpreted as a technology – a form of disciplinary power that functions at the level of the body (Foucault, 1980).

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