{"id":1370,"date":"2022-03-03T16:49:19","date_gmt":"2022-03-03T15:49:19","guid":{"rendered":"http:\/\/matematikdidaktik.org\/?page_id=1370"},"modified":"2022-04-06T07:57:04","modified_gmt":"2022-04-06T05:57:04","slug":"bidrag","status":"publish","type":"page","link":"http:\/\/matematikdidaktik.org\/index.php\/bidrag\/","title":{"rendered":"Bidrag"},"content":{"rendered":"
The relation between mathematics education research and teachers\u2019 professional development<\/em><\/strong><\/h5>\n
Plenars<\/h5>\n
\n

Investigating What It Takes to Improve Mathematics Teaching and Learning on a Large Scale<\/a>
\nPaul Cobb<\/em><\/p>\n

Promoting teacher expertise for fostering at-risk students\u2019 understanding of basic concepts \u2013 An example for content-related PD research<\/a>
\nSusanne Prediger<\/em><\/p>\n

Full papers<\/h5>\n
\n

FP_002 Students\u2019 meanings of inclusion in mathematics \u2013 implication for practice\u00a0<\/a>
\nHelena Roos<\/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><\/p>\n

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

FP_006 Dividing or cookies: what do students discern?\u00a0\u00a0<\/a>
\nJorryt van Bommel & Hanna Palm\u00e9r<\/em><\/p>\n

FP_008 Mathematics Teachers and the Role of Physical Environment\u00a0\u00a0<\/a>
\nMagnus Fahlstr\u00f6m<\/em><\/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><\/p>\n

FP_011 Programming to learn mathematics \u2013 exploring student teachers\u2019 instrumental genesis\u00a0<\/a>
\nJohanna Pejlare & Laura Fainsilber<\/em><\/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><\/p>\n

FP_016 Problem-solving competency over school years and grades in Swedish curricula\u00a0<\/a>
\nJohan Sidenvall, Anna Ida S\u00e4fstr\u00f6m & Erika Bostr\u00f6m<\/em><\/p>\n

FP_017 Developing and testing a framework for analysing and comparing content matter in and across mathematics textbooks madif13_FP_017_bergman_arleback_WEB<\/a>
\nJonas Bergman \u00c4rleb\u00e4ck & Peter Frejd<\/em><\/p>\n

Short presentations<\/h5>\n
\n

SP_001 Mathematical modelling in social sciences<\/a>
\nJ\u00f6ran Petersson<\/em><\/p>\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_003 Analysing argumentative processes during mathematical problem solving in small groups\u00a0<\/a>
\nHanna Fredriksdotter<\/em><\/p>\n

SP_004 A comparison of two frameworks for the analysis of knowledge and skills for teaching statistics \u2013 MKT vs. RCM for PCK\u00a0<\/a>
\nPer Blomberg<\/em><\/p>\n

SP_005 Using heat maps from eye tracking in stimulated recall interviews\u00a0<\/a>
\nAnneli Dyrvold & Ida Bergvall<\/em><\/p>\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_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_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_010 Math teaching anxiety and teachers\u2019 pedagogic practice in Swedish preschools<\/a>
\nLaura Galeano <\/em><\/p>\n

SP_011 Student teachers\u2019 explanations of linear equations evaluated by comparative judgement\u00a0<\/a>
\nNiclas Larson & Kerstin Larsson<\/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_013 Sustaining students\u2019 participation in mathematics\u00a0<\/a>
\nMalin Gardesten<\/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_015 Planning Mathematics Teaching in Preschool<\/a>
\nJosefin Rostedt <\/em><\/p>\n

SP_017 Building a paradidactic infrastructure for teachers\u2019 professional scholarship in Sweden\u00a0<\/a>
\nYukiko Asami-Johansson & Mikael Cronhjort<\/em><\/p>\n

SP_018 Exploring new territories: A mathematics teacher\u2019s practice regarding programming with young learners\u00a0<\/a>
\n\u00d8istein Gj\u00f8vik, Iveta Kohanov\u00e1 & Melih Turgut<\/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

SP_020 En studie om elevers uppfattning om associativitet och hur det kan p\u00e5verka algebraundervisningen\u00a0<\/a>
\nRobert Gunnarsson<\/em><\/p>\n

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

SP_022 How natural language gives meaning to mathematical symbols in textbooks at different school years\u00a0<\/a>
\nEwa Bergqvist, Lotta Vingsle, Magnus \u00d6sterholm, Tomas Bergqvist & Ulrika Wikstr\u00f6m Hultdin<\/em><\/p>\n

SP_023 Student teachers\u2019 use of a general analytic rubric when scoring pupils\u2019 mathematical problem solving solutions\u00a0<\/a>
\nBirgit Gustafsson<\/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_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

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

SP_028 Students, mathematics textbooks, and agency\u00a0<\/a>
\nMalin Norberg<\/em><\/p>\n

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

Symposiums<\/h5>\n
\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><\/p>\n

SY_002\u00a0Challenges when implementing the Elkonin\u2013 Davydov curriculum in mathematics\u00a0<\/a>
\nInger Eriksson, Helena Eriksson, Martin Nyman & Sanna Wettergren<\/em><\/p>\n

SY_003 Exemplifying different methodological approaches of analysing textbooks in mathematics\u00a0<\/a>
\nKajsa Br\u00e5ting, Cecilia Kilhamn, Olov Viirman, Anneli Dyrvold, Ida Bergvall, Hanna Knutson, Matilda H\u00e4llback, Rimma Nyman & JohannaPejlare<\/em><\/p>\n","protected":false},"excerpt":{"rendered":"

The relation between mathematics education research and teachers\u2019 professional development Plenars Investigating What It Takes to Improve Mathematics Teaching and Learning on a Large Scale Paul Cobb Promoting teacher expertise for fostering at-risk students\u2019 understanding of basic concepts \u2013 An example for content-related PD research Susanne Prediger Full papers FP_002 Students\u2019 meanings of inclusion in … Forts\u00e4tt l\u00e4sa Bidrag<\/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-1370","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"http:\/\/matematikdidaktik.org\/index.php\/wp-json\/wp\/v2\/pages\/1370","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=1370"}],"version-history":[{"count":16,"href":"http:\/\/matematikdidaktik.org\/index.php\/wp-json\/wp\/v2\/pages\/1370\/revisions"}],"predecessor-version":[{"id":1556,"href":"http:\/\/matematikdidaktik.org\/index.php\/wp-json\/wp\/v2\/pages\/1370\/revisions\/1556"}],"wp:attachment":[{"href":"http:\/\/matematikdidaktik.org\/index.php\/wp-json\/wp\/v2\/media?parent=1370"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}