O<\/span>nsdagen den 15 januari<\/strong><\/h2>\n8.30-9.00 Registrering (utanf\u00f6r sal Wiksell hus K)<\/h3>\n9.00-9.15 (sal Wiksell hus K) V\u00e4lkomna<\/h3>\n9.15-10.15 (sal Wiksell hus K) Plenarf\u00f6rel\u00e4sning 1<\/h3>\n
Professor Dame Celia Hoyles, University College, London:<\/strong> Programming and Mathematics: Insights from research in England<\/strong><\/p>\n10.25-11.05 Pass 1<\/strong><\/h3>\n(sal D0070 hus D)<\/h6>\n\n- (SH) Elisabet Mellroth, Andreas Bergwall: Kollegialt l\u00e4rande kring l\u00e4rsituationer f\u00f6r gymnasieelever med s\u00e4rskild beg\u00e5vning<\/li>\n
- (SH) <\/span>Johan Prytz, Helena Isleborn och Mats Berggren: Socialt risktagande vid kritiskt t\u00e4nkande<\/li>\n
- (SH) <\/span>Johanna Pejlare: Programmering f\u00f6r l\u00e4rande i matematik \u2013 beskrivning av ett forskningsprojekt<\/li>\n<\/ul>\n
(sal D0073 hus D)<\/h6>\n\n- (SH) Kristina Juter, \u00d6rjan Hansson, Andreas Redfors: <\/span>Mathematics and physics at upper secondary school: an analysis of two lectures<\/li>\n
- (SH) <\/span>A<\/span>nn-Marie Pendrill: Velocity, acceleration and the experiences of the body \u2013 derivatives and integrals in real life<\/li>\n
- (SH) <\/span>O<\/span>lov Viirman, Magnus Jacobsson: How epistemological characteristics influence the design of a course in projective geometry<\/li>\n<\/ul>\n
(sal D1136 hus D)<\/h6>\n\n- (FP) Robert Gunnarsson, Malin Albinsson: <\/span>A phenomenographic analysis of students\u2019 use of base-ten material<\/li>\n<\/ul>\n
(sal B1006 hus B)<\/h6>\n\n- (FP) Ray P\u00f6rn, Kirsti Hemmi, Paula Kallio-Kujala: <\/span>\u201cProgramming is a new way of thinking\u201d \u2013 Teacher views on programming as a part of the new mathematics curriculum in Finland<\/li>\n<\/ul>\n
(sal B1009 hus B)<\/h6>\n\n- (FP)<\/span> Jonas Bergman \u00c4rleb\u00e4ck, Peter Frejd: <\/span>On pre-service secondary teachers\u2019 mathematical content knowledge in statistics<\/li>\n<\/ul>\n
(sal D1140 hus D)<\/h6>\n\n- (FP)<\/span> Ingi Heinesen H\u00f8jsted, Maria Alessandra Mariotti: <\/span>Signs emerging from students\u2019 work on a designed dependency task in dynamic geometry<\/li>\n<\/ul>\n
(sal D1172 hus D)<\/h6>\n\n- (FP)<\/span> Anna Teledahl, Jan Olsson: <\/span>Students\u2019 use of written and illustrative information in mathematical problem solving<\/li>\n<\/ul>\n
(sal D1143 hus D)<\/h6>\n\n- (FP)<\/span> Helena Roos: <\/span>Methodological reflections of repeated interviews on teaching and learning mathematics<\/li>\n<\/ul>\n
11.05-11.35 (foaj\u00e9n i B\/D-huset) Fika<\/h3>\n11.35-12.15 Pass 2<\/h3>\n(sal D0070 hus D)<\/h6>\n\n- (SH) Andreas Borg : <\/span>The incorporation of programming in mathematical education<\/li>\n
- (SH) Malin Gardesten: <\/span>Relational values \u200b\u200bin inclusive mathematics classrooms \u2013 an intervention study<\/li>\n
- (SH) <\/span>P<\/span>eter Markkanen: Digitala verktyg som st\u00f6d f\u00f6r elevers s\u00e4tt att uppfatta geometriska figurer<\/li>\n<\/ul>\n
(sal D0073 hus D)<\/h6>\n\n- (SH) <\/span>Anne Tossavainen: <\/span>Student Teachers\u00b4 Content Knowledge for Solving Elementary School Fraction Exercises<\/li>\n
- (SH) Kristina Juter: <\/span>Pre-service teachers\u2019 explanations of division by zero and denseness of the number line<\/li>\n
- (SH) Anna Wernberg, Jonas Dahl, Cecilia Winstr\u00f6m, Lisa Bj\u00f6rklund Boistrup: <\/span>Critical aspects in mathematics teacher students\u2019 writing of lesson plans<\/li>\n<\/ul>\n
(sal D1136 hus D)<\/h6>\n\n- (FP)<\/span> Camilla Bj\u00f6rklund: <\/span>Children\u2019s awareness of numbers\u2019 part-whole relations when bridging through 10<\/li>\n<\/ul>\n
(sal B1006 hus B)<\/h6>\n\n- (FP)<\/span> Kajsa Br\u00e5ting, Cecilia Kilhamn, Lennart Rolandsson: <\/span>Integrating programming in Swedish school mathematics: description of a research project<\/li>\n<\/ul>\n
(sal B1009 hus B)<\/h6>\n\n- (FP)<\/span> J\u00f6ran Petersson: <\/span>Components of knowledge in solving linear equations<\/li>\n<\/ul>\n
(sal D1140 hus D)<\/h6>\n\n- (SY) I<\/span>ben Maj Christiansen, Anna Pansell, Lisa \u00d6sterling: L\u00e4rarutbildningens kunskapsbas \u2013 och hur vi kanske (inte) kan k\u00e4nna igen den<\/li>\n<\/ul>\n
(sal D1172 hus D)<\/h6>\n\n- (SY) Aleksander Veraksa, Carme Balaguer, Silje Christensen, Tamsin Meaney: <\/span>Evaluating numeracy apps in different cultural contexts<\/li>\n<\/ul>\n
(sal D1143 hus D)<\/h6>\n\n- (FP)<\/span> Cecilie Carlsen Bach: <\/span>Mathematical communication competency in a setting with GeoGebra<\/li>\n<\/ul>\n
12.20-13.00 Pass 3<\/h3>\n(sal D0070 hus D)<\/h6>\n\n- (SH) Frithjof Theens: <\/span>Sources of inequivalence in translated mathematics tasks identified with students\u2019 reflections<\/li>\n
- (SH) Mathias Norqvist:<\/span>Gazing at mathematical reasoning<\/li>\n<\/ul>\n
(sal D0073 hus D)<\/h6>\n\n- (SH) Helena Eriksson: <\/span>Algebraic thinking regarding different mathematical contents within early algebra<\/li>\n
- (SH) Oduor Olande: <\/span>Number sense vocabulary: reflections from a pre-school pupil<\/li>\n
- (SH) Maria Walla: Mathematical assessments for six-year-old students in Sweden and Norway<\/span><\/li>\n<\/ul>\n
(sal D1136 hus D)<\/h6>\n
(FP)<\/span> Martin Nyman: <\/span>Primary students\u2019 expressed emotions towards mathematics education<\/p>\n(sal B1006 hus B)<\/h6>\n\n- (FP)<\/span> Andreas Eckert, Alexandra Hjelte: <\/span>Positioning of programming in mathematics classrooms \u2013 A literature review of evidence based didactical configurations<\/li>\n<\/ul>\n
(sal B1009 hus B)<\/h6>\n\n- (FP)<\/span> Jonas Bergman \u00c4rleb\u00e4ck, Peter Frejd: <\/span>Eliciting pre-service secondary teachers\u2019 initial ideas of sampling<\/li>\n<\/ul>\n
(sal D1140 hus B)<\/h6>\n\n- (SY-forts\u00e4ttning) I<\/span>ben Maj Christiansen, Anna Pansell, Lisa \u00d6sterling: L\u00e4rarutbildningens kunskapsbas \u2013 och hur vi kanske (inte) kan k\u00e4nna igen den<\/li>\n<\/ul>\n
(sal D1172 hus D)<\/h6>\n\n- (SY-forts\u00e4ttning) Aleksander Veraksa, Carme Balaguer, Silje Christensen, Tamsin Meaney: <\/span>Evaluating numeracy apps in different cultural contexts<\/li>\n<\/ul>\n
(sal D1143 hus D)<\/h6>\n\n- (FP)<\/span> Ida Bergvall, Anneli Dyrvold: <\/span>Towards a theoretical understanding of learning with self-explanation prompts<\/li>\n<\/ul>\n
13.00-14.00 (hus C) Lunch p\u00e5 Restaurang Rasken<\/h3>\n14.00-15.00 (sal Wiksell hus K) Plenarf\u00f6rel\u00e4sning 2<\/h3>\n
Professor\u00a0Paul\u00a0Drijvers,\u00a0Freudenthal\u00a0Institute,\u00a0Utrecht\u00a0University\u00a0and\u00a0HU\u00a0University of\u00a0Applied\u00a0Sciences\u00a0Utrech, Utrech: Computational thinking in the mathematics classroom\u00a0<\/strong><\/p>\n15.00-15.30 (sal Wiksell hus K) \u00c5rsm\u00f6te SMDF<\/h3>\n15.30-16.00 (foaj\u00e9n i B\/D-huset) Fika<\/h3>\n16.00-16.40 Pass 4<\/h3>\n(sal D0070 hus D)<\/h6>\n\n- (SH) Ewa Bergqvist, Tomas Bergqvist, Ulrika Wikstr\u00f6m Hultdin, Lotta Vingsle, Magnus \u00d6sterholm: <\/span>How mathematical symbols and natural language is used in teachers\u2019 presentations<\/li>\n
- (SH) Ewa Bergqvist, Bert Jonsson, Magnus \u00d6sterholm:<\/span>The processing of mathematical symbols in working memory<\/li>\n
- (SH) Ewa Bergqvist, Tomas Bergqvist, Lotta Vingsle, Ulrika Wikstr\u00f6m Hultdin, Magnus \u00d6sterholm: <\/span>How mathematical symbols and natural language are integrated in textbooks<\/li>\n<\/ul>\n
(sal D1136 hus D)<\/h6>\n\n- (FP)<\/span> Camilla Bj\u00f6rklund, Hanna Palm\u00e9r: \u00a0\u00a0<\/span>Designing a tool for exploring toddlers\u2019 number knowledge in preschool<\/li>\n<\/ul>\n
(sal B1006 hus B)<\/h6>\n\n- (FP)<\/span> Eva Nor\u00e9n, Laura Caligari: <\/span>Practices in multilingual mathematics classrooms: word problems<\/li>\n<\/ul>\n
(sal B1009 hus B)<\/h6>\n\n- (FP)<\/span> Jane Tuominen, Charlotta Andersson, Lisa Bj\u00f6rklund Boistrup: <\/span>Critical aspects identified when equations were explored as a part-whole structure<\/li>\n<\/ul>\n
(sal D1140 hus D)<\/h6>\n\n- (FP)<\/span> Maria Fahlgren, Mats Brunstr\u00f6m: <\/span>Connected Classroom Technology to monitor, select and sequence student responses<\/li>\n<\/ul>\n
(sal D1172 hus D)<\/h6>\n\n- (FP)<\/span> Hanna Fredriksdotter, Niklas Nor\u00e9n, Kajsa Br\u00e5ting: <\/span>Investigating grade 6 students\u2019 mathematical problem solving in small group interaction<\/li>\n<\/ul>\n
(sal D1143 hus D)<\/h6>\n\n- (FP)<\/span> Miguel Perez: <\/span>Five roles of the designer<\/li>\n<\/ul>\n
(sal D0073 hus D)<\/h6>\n\n- (FP)<\/span> Cecilie Carlsen Bach, Mathilde Kj\u00e6r Pedersen, Rikke Maagaard Gregersen, Uffe Thomas Jankvist: <\/span>On the notion of \u2018background and foreground\u2019 in networking of theories<\/li>\n<\/ul>\n
16.45-17.25 Pass 5<\/h3>\n(sal D0070 hus D)<\/h6>\n\n- (SH) Andreas Ebbelind: <\/span>The role of figured worlds when student teachers become teachers<\/li>\n
- (SH) Helena Grund\u00e9n,<\/sup> Hel\u00e9n Sterner: Balancing interests in a research project through internal ethical engagement<\/li>\n
- (SH) Dandan Sun: <\/span>Research on the development of junior middle school mathematics teachers\u2019 beliefs \u2013 from the perspective of history and pedagogy of mathematics<\/li>\n<\/ul>\n