0000000000717903
AUTHOR
Anne Berit Fuglestad
Critical alignment in inquiry-based practice in developing mathematics teaching
Published version of an article in the journal: Educational Studies in Mathematics. Also available from the publisher at: http://dx.doi.org/10.1007/s10649-013-9489-z This paper reports a case study from a mathematics teaching developmental research project. The theoretical foundation for the research comprises communities of inquiry and critical alignment, with which the developmental methodology has a particular synergy. This synergy is the main focus of the paper. The paper elaborates theoretical and methodological antecedents of the project and traces these through a case study of developments in the practices of one upper secondary school team and a group of university didacticians (mat…
Working with Teachers: Context and Culture
This chapter concerns collaborations between teacher educators and teachers in activities involving digital technologies in the teaching and learning of mathematics. In light of the complexity involved in introducing new artefacts into existing cultures of practices, we focus on our attempts to develop ways of working with teachers so that they can become active participants in designing practices and routines appropriate for the particularities of their own classrooms. Three case studies are presented, from three different countries, Norway, Greece and Brazil, each of which describes the participation of teachers in a process of communal design of mathematical tools and activities. Two the…
How much space for communication is there for a low achieving student in a heterogeneous group ?
International audience; This paper reports on a case study aiming to deepen our understanding of low achieving students' learning of algebra, in particular when they work with pattern problems. We observed one low achieving student, May, who participated and worked in three different heterogeneous settings. Data were analysed from a multimod-al perspective on key and regulating activities in the groups. The analysis revealed that May's contribution varied, depending on the composition of the groups, and that her contributions were influenced by regulating activities by peers and access to physical artefacts. The findings show that a low achieving student is able to generalise beyond her ari…
CERME7 Working Group 15: Technologies and resources in mathematics education
International audience
Exploring grade 9 students' assumption making when mathematizing
International audience; Making assumptions is a key activity in modelling. The present study aims to explore the variety of assumptions that lower secondary students make in this process. As theoretical basis for the data analysis, we used the modelling cycle by Blum and Leiss (2007) and framed a definition of assumptions. The study was carried out with grade 9 students. The results show three categories of assumptions: (1) parameter assumptions, (2) assumptions for the choice of the mathematical model, and (3) assumptions about task expectations. Assumptions from the first two categories assist students to use extra-mathematical knowledge to construct a mathematical model, while the third …
Mediated action in teachers’ discussions about mathematics tasks
Published version of an article in the journal: ZDM. Also available from the publisher at: http://dx.doi.org/10.1007/s11858-012-0423-0 This paper presents analyses of teachers’ discussions within mathematics teaching developmental research projects, taking mediation as the central construct. The relations in the so-called ‘didactic triangle’ form the basic framework for the analysis of two episodes in which upper secondary school teachers discuss and prepare tasks for classroom use. The analysis leads to the suggestion that the focus on tasks places an emphasis on the task as object and its resolution as goal; mathematics has the role of a mediating artefact. Subject content in the didactic…
Assessing Mathematizing Competences Through Multiple-Choice Tasks: Using Students’ Response Processes to Investigate Task Validity
In this chapter, we report on multiple-choice tasks for assessing mathematizing competences of grade 9 students. The task format is complex, consisting of two layers. In the first layer, students are asked to consider a holistic modelling problem. In the second layer, they are asked for an atomistic competence (making assumptions, assigning variables, etc.) related to the same modelling problem. We conducted a qualitative study to investigate the validity of these tasks based on students’ response processes. Eight students worked in pairs solving the tasks collaboratively. The results show that all students were able to handle the layered task format. They reflected meta-cognitively on the …
ICT for inquiry in mathematics: A developmental research approach
Accepted version of an article published in the journal: Journal of computers in mathematics and science teaching Copyright 2009 by the Association for the Advancement of Computing in Education (AACE). [http://www.aace.org] Included here by permission" Computers and calculators are in general widely used in Norwegian schools, but with limited use in specific school subjects, as particularly in mathematics teaching. Various reports from surveys and research projects indicate that teachers’ competence with ICT is a crucial point, and that teachers’ lack of knowledge of how to utilise software for mathematics is a key challenge for further development. In the project ICT and mathematics learni…