{"id":1369,"date":"2022-03-03T16:49:19","date_gmt":"2022-03-03T15:49:19","guid":{"rendered":"http:\/\/matematikdidaktik.org\/?page_id=1369"},"modified":"2022-08-04T13:59:47","modified_gmt":"2022-08-04T11:59:47","slug":"program","status":"publish","type":"page","link":"http:\/\/matematikdidaktik.org\/index.php\/program\/","title":{"rendered":"Program MADIF-13"},"content":{"rendered":"

29 \u2013 30 mars 2022, V\u00e4xj\u00f6 \u00a0 Prelimin\u00e4rt program<\/h3>\n

The relation between mathematics education research and teachers\u2019 professional development<\/em><\/strong><\/p>\n

Program in English (pdf)<\/a><\/p>\n

Karta \u00f6ver campus V\u00e4xj\u00f6<\/a>\u00a0 Konferensen h\u00e5lls i hus B, D och F
\nHus B plan 1<\/a>, Hus D plan 0 <\/a>och Hus D plan 1<\/a><\/p>\n

29 mars:
\n18:30\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u2003\u2003\u2003V\u00e4lkomstmiddag p\u00e5 PM och V\u00e4nner i V\u00e4xj\u00f6.<\/p>\n

30 mars:
\n8:30 \u2013 9:00\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Registrering och kaffe
\n9:00 \u2013 10:00\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Deltagare v\u00e4lkomnas (Sal: Homeros<\/em>)<\/p>\n

Plenarf\u00f6rel\u00e4sning 1: Professor Paul Cobb<\/a><\/p>\n

10:00 \u2013 10:20\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Fika (i Hus B\/D)
\n10:20 \u2013 11:00\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Parallella presentationer 1
\n11:10 \u2013 11:50\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Parallella presentationer 2
\n11:50 \u2013 12:50 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Lunch (i restaurang Kristina)
\n12:50 \u2013 13:40\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Plenarf\u00f6rel\u00e4sning 2: Professor Susanne Prediger<\/a> (Sal: Homeros)<\/em><\/p>\n

Titel: Promoting teacher\u00a0expertise\u00a0for\u00a0fostering\u00a0students\u2019\u00a0understanding of\u00a0arithmetic: An example for\u00a0content-related PD research.<\/em><\/p>\n

13:40 \u2013 14:10\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00c5rsm\u00f6te SMDF (Sal: Homeros)<\/em>
\n14:20 \u2013 15:20 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Parallella presentationer 3: Short presentations
\n15:20 \u2013 15:40\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Fika (i Hus B\/D)
\n15:40 \u2013 16:20\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Parallella presentationer 4
\n16:30 \u2013 17:30\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Parallella presentationer 5: Short presentations<\/p>\n

Paper presentations: 20 min presentation + 20 min diskussion
\nShort presentations: 10 min presentation + 10 min diskussion
\nSymposium: 90 minuter<\/p>\n

 <\/p>\n

Parallella presentationer 1 (samt dubbelpass 1&2 Symposium)<\/strong>
\n\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014<\/p>\n

FP_009 Professional development as a means for implementing mathematics education innovations: A systematic review of twenty peer-review journals<\/a>
\nLinda Marie Ahl, Mario S\u00e1nchez Aguilar, Uffe Thomas Jankvist, Morten Misfeldt & Johan Prytz<\/em>
\n(Sal:\u00a0B1006<\/em>)<\/p>\n

FP_003 Who or how many are missing? \u2013 Toddlers experiencing numerical meaning in a game<\/a>
\nBj\u00f6rklund Camilla, Palm\u00e9r Hanna & Landgren Lena<\/em>
\n(Sal:\u00a0B1009<\/em>)<\/p>\n

SY_001 Support in relation to problem solving – building a common knowledge base?<\/a>
\nAnna Teledahl, Anna Ida S\u00e4fstr\u00f6m & Anneli Dyrvold<\/em>
\n(Sal:\u00a0D0070<\/em>)<\/p>\n

SY_002 Challenges when implementing the Elkonin\u2013 Davydov curriculum in mathematics<\/a>
\nInger Eriksson, Helena Eriksson, Martin Nyman & Sanna Wettergren<\/em>
\n(Sal:\u00a0D1140<\/em>)<\/p>\n

SY_003 Exemplifying different methodological approaches of analysing textbooks in mathematics<\/a>
\nKajsa Br\u00e5ting, Cecilia Kilhamn, Olov Viirman, Anneli Dyrvold, Ida Bergvall, Hanna Knutson, Matilda H\u00e4llback, Rimma Nyman & JohannaPejlare<\/em>
\n(Sal:\u00a0D0043<\/em>)<\/p>\n

 <\/p>\n

Parallella presentationer 2<\/strong>
\n\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014<\/p>\n

FP_012 Using Fermi Problems with pre-service primary teachers to bring real-life contexts into classrooms using the FPAT-framework<\/a>
\nLlu\u00eds Albarrac\u00edn & Jonas Bergman \u00c4rleb\u00e4ck<\/em>
\n(Sal:\u00a0B1006<\/em>)<\/p>\n

FP_006 Dividing or cookies: what do students discern?<\/a>
\nJorryt van Bommel & Hanna Palm\u00e9r<\/em>
\n(Sal:\u00a0B1009<\/em>)<\/p>\n

 <\/p>\n

Parallella presentationer 3: Short presentations<\/strong>
\n\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014<\/p>\n

SP_013 Sustaining students\u2019 participation in mathematics<\/a>
\nMalin Gardesten<\/em><\/p>\n

SP_005 Using heat maps from eye tracking in stimulated recall interviews<\/a>
\nAnneli Dyrvold & Ida Bergvall<\/em><\/p>\n

SP_028 Students, mathematics textbooks, and agency<\/a>
\nMalin Norberg<\/em><\/p>\n

(Sal:\u00a0D1140<\/em>)<\/p>\n

\n

SP_004 A comparison of two frameworks for the analysis of knowledge and skills for teaching statistics \u2013 MKT vs. RCM for PCK<\/a>
\nPer Blomberg<\/em><\/p>\n

SP_009 Connecting teachers\u2019 use of curriculum resources in planning with mathematical knowledge for teaching<\/a>
\nMarcus Gustafsson, Jorryt van Bommel and Yvonne Liljekvist<\/em><\/p>\n

SP_001 Mathematical modelling in social sciences<\/a>
\nJ\u00f6ran Petersson<\/em><\/p>\n

(Sal: D0070<\/em>)<\/p>\n

\n

SP_002 A Tentative Attempt for Professional Development: Contingent Moments in Teaching\u00a0 Mathematics with Historical Resources<\/a>
\nMelih Turgut & Iveta Kohanov\u2000<\/em><\/p>\n

SP_014 Assessment Discourse in Mathematics Curriculum: a hindrance for Critical Thinking and Democracy?<\/a>
\nChristian H. Andersson<\/em><\/p>\n

SP_017 Building a paradidactic infrastructure for teachers\u2019 professional scholarship in Sweden<\/a>
\nYukiko Asami-Johansson & Mikael Cronhjort<\/em><\/p>\n

(Sal: D0043<\/em>)<\/p>\n

\n

SP_020 En studie om elevers uppfattning om associativitet och hur det kan p\u00e5verka algebraundervisningen<\/a>
\nRobert Gunnarsson<\/em><\/p>\n

SP_011 Student teachers\u2019 explanations of linear equations evaluated by comparative judgement<\/a>
\nNiclas Larson & Kerstin Larsson<\/em><\/p>\n

SP_019 Spatial relations and other text features in the connections between mathematical symbols and written language<\/a>
\nUlrika Wikstr\u00f6m Hultdin, Ewa Bergqvist, Tomas Bergqvist, Lotta Vingsle & Magnus \u00d6sterholm<\/em><\/p>\n

(Sal: B1006<\/em>)<\/p>\n

\n

SP_023 Student teachers\u2019 use of a general analytic rubric when scoring pupils\u2019 mathematical problem solving solutions<\/a>
\nBirgit Gustafsson<\/em><\/p>\n

SP_025 Multilingual mathematics teachers\u2019 professional identity in multilingual mathematics context<\/a>
\nDanai Dafnopoulou<\/em><\/p>\n

SP_026 Mathematics, vocational education, and multilingualism: Epistemic aspects<\/a>
\nLisa Bj\u00f6rklund Boistrup, Petra Svensson K\u00e4llberg, Ulrika Ryan<\/em><\/p>\n

(Sal: B1009<\/em>)<\/p>\n

 <\/p>\n

Parallella presentationer 4<\/strong>
\n\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014<\/p>\n

FP_017 Developing and testing a framework for analysing and comparing content matter in and across mathematics textbooks<\/a>
\nJonas Bergman \u00c4rleb\u00e4ck & Peter Frejd<\/em>
\n(Sal:\u00a0B1006<\/em>)<\/p>\n

FP_016 Problem-solving competency over school years and grades in Swedish curricula<\/a>
\nJohan Sidenvall, Anna Ida S\u00e4fstr\u00f6m & Erika Bostr\u00f6m<\/em>
\n(Sal:\u00a0B1009<\/em>)<\/p>\n

FP_005 Lower secondary school students\u2019 gendered conceptions about mathematics and related careers<\/a>
\nLovisa Sumpter, Staffan Frid & Guri Nortvedt<\/em>
\n(Sal:\u00a0D1140<\/em>)<\/p>\n

FP_008 Mathematics Teachers and the Role of Physical Environment<\/a>
\nMagnus Fahlstr\u00f6m<\/em>
\n(Sal:\u00a0D0070<\/em>)<\/p>\n

FP_011 Programming to learn mathematics \u2013 exploring student teachers\u2019 instrumental genesis<\/a>
\nJohanna Pejlare & Laura Fainsilber<\/em>
\n(Sal:\u00a0D0043<\/em>)<\/p>\n

FP_002 Students\u2019 meanings of inclusion in mathematics \u2013 implication for practice<\/a>
\nHelena Roos<\/em>
\n(Sal:\u00a0D1172<\/em>)<\/p>\n

\u00a0<\/em>\u00a0<\/em><\/p>\n

Parallella presentationer 5: Short presentations<\/strong>
\n\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014<\/p>\n

SP_003 Analysing argumentative processes during mathematical problem solving in small groups<\/a>
\nHanna Fredriksdotter<\/em><\/p>\n

SP_008 Response To Intervention (RTI) in Number sense \u2013 Developing a method supporting students at risk in a Swedish context<\/a>
\nLena Karlsson & Helena Roos<\/em>\u00a0\u00a0 <\/em><\/p>\n

SP_021 Cognitively activating mathematics lessons: A Nordic comparative study<\/a>
\nJ\u00f3hann \u00d6rn Sigurj\u00f3nsson<\/em><\/p>\n

(Sal: D1140<\/em>)<\/p>\n

\n

SP_007 Number sense in the app Vektor: Mathematical progression and use of various modes<\/a>
\nHelena Johansson, Malin Norberg & Magnus \u00d6sterholm<\/em><\/p>\n

SP_012 Designing a teacher-guide for de-ritualising teaching with GeoGebra<\/a>
\nIda Fantenberg Niklasson, Nelly Wannberg, Cecilia Kozma & Lisa \u00d6sterling<\/em><\/p>\n

SP_018 Exploring new territories: A mathematics teacher\u2019s practice regarding programming with young learners<\/a>
\n\u00d8istein Gj\u00f8vik, Iveta Kohanov\u00e1 & Melih Turgut<\/em><\/p>\n

(Sal: D0070<\/em>)<\/p>\n

\n

SP_022 How natural language gives meaning to mathematical symbols in textbooks at different school years<\/a>
\nEwa Bergqvist, Lotta Vingsle, Magnus \u00d6sterholm, Tomas Bergqvist & Ulrika Wikstr\u00f6m Hultdin<\/em><\/p>\n

SP_024 Connections between natural language and mathematical symbols in mathematics textbooks<\/a>
\nTomas Bergqvist, Ulrika Wikstr\u00f6m Hultdin, Ewa Bergqvist,Lotta Vingsle & Magnus \u00d6sterholm<\/em><\/p>\n

SP_029 Develop mathematical reasoning? \u2013 a literature review of tasks and their implementation<\/a>
\nJimmy Karlsson<\/em><\/p>\n

(Sal: D0043<\/em>)<\/p>\n

\n

SP_010 Math teaching anxiety and teachers\u2019 pedagogic practice in Swedish preschools<\/a>
\nLaura Galeano <\/em><\/p>\n

SP_015 Planning Mathematics Teaching in Preschool<\/a>
\nJosefin Rostedt <\/em><\/p>\n

SP_027 A discourse analysis on preschool class teachers talk about assessment in mathematics<\/a>
\nMaria Walla<\/em><\/p>\n

(Sal: B1006<\/em>)<\/p>\n

\u00a0<\/em><\/p>\n

\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0<\/em><\/p>\n","protected":false},"excerpt":{"rendered":"

29 \u2013 30 mars 2022, V\u00e4xj\u00f6 \u00a0 Prelimin\u00e4rt program The relation between mathematics education research and teachers\u2019 professional development Program in English (pdf) Karta \u00f6ver campus V\u00e4xj\u00f6\u00a0 Konferensen h\u00e5lls i hus B, D och F Hus B plan 1, Hus D plan 0 och Hus D plan 1 29 mars: 18:30\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u2003\u2003\u2003V\u00e4lkomstmiddag p\u00e5 PM och … Forts\u00e4tt l\u00e4sa Program MADIF-13<\/span> →<\/span><\/a><\/p>\n","protected":false},"author":4,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-1369","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"http:\/\/matematikdidaktik.org\/index.php\/wp-json\/wp\/v2\/pages\/1369","targetHints":{"allow":["GET"]}}],"collection":[{"href":"http:\/\/matematikdidaktik.org\/index.php\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"http:\/\/matematikdidaktik.org\/index.php\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"http:\/\/matematikdidaktik.org\/index.php\/wp-json\/wp\/v2\/users\/4"}],"replies":[{"embeddable":true,"href":"http:\/\/matematikdidaktik.org\/index.php\/wp-json\/wp\/v2\/comments?post=1369"}],"version-history":[{"count":3,"href":"http:\/\/matematikdidaktik.org\/index.php\/wp-json\/wp\/v2\/pages\/1369\/revisions"}],"predecessor-version":[{"id":1599,"href":"http:\/\/matematikdidaktik.org\/index.php\/wp-json\/wp\/v2\/pages\/1369\/revisions\/1599"}],"wp:attachment":[{"href":"http:\/\/matematikdidaktik.org\/index.php\/wp-json\/wp\/v2\/media?parent=1369"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}