NOMAD sökresultat

  1. NOMAD – 24(1), 2019

    Volume 24, No 1, March 2019

    e-NOMAD

    [PDF] displays the full text pdf. The two most recent volumes are password protected. Use ”Open access” in the menu for full text of older articles.

    Editorial

    Annika Pettersson, Yvonne Liljekvist and Jorryt van Bommel
    Studying concept elements as a way to trace students’ conceptual understanding
    [PDF]

    Kajsa Bråting, Lars Madej and Kirsti Hemmi
    Development of algebraic thinking: opportunities offered by the Swedish curriculum and elementary mathematics textbooks
    [PDF]

    Johan Sidenvall
    Literature review of mathematics teaching design for problem solving and reasoning
    [PDF]

    Janne Fauskanger
    Ambisiøse undervisningspraksiser i Teacher time out
    [PDF]

    Skapad: 2019-02-15 kl. 14:20

  2. NOMAD 24(1), 2019

    Development of algebraic thinking: opportunities offered by the Swedish curriculum and elementary mathematics textbooks

    Kajsa Bråting, Lars Madej and Kirsti Hemmi

    Abstract
    In search of the reasons for Swedish students’ low achievement in algebra in international and national evaluations, we investigate how the development of algebraic thinking is addressed in the Swedish national mathematics curriculum and two widely used mathematics textbook series for grades 1–6 in Sweden. The analytical tool used is based on the classification of ”big ideas” which research has shown as important for developing pupils’ algebraic understanding in early school grades. The results show that functional thinking, expressions, and equations are well represented topics both in the curriculum and the textbooks; however generalized arithmetic is a topic that is poorly developed in both the curriculum and the textbooks.

    Kajsa Bråting
    Kajsa Bråting is Associate professor in mathematics education at the Department of education, Uppsala university. Currently she leads the VR-funded research project Integrating programming in school mathematics – exploring the intersection of algebraic and computational thinking and participates in a research project aiming at characterizing the algebraic content in the Swedish mathematics curriculum and textbooks for grades 1–9. She writes textbooks in mathematics for upper secondary school level and for teacher education.

    Lars Madej
    Lars Madej is a doctoral student and university teacher in mathematics education at the Department of education, Uppsala university. He is also fil. lic. in mathematics. Currently he participates in the research project Towards research-based teaching of algebra – diachronic and synchronic analyses of steering documents, curriculum materials and teachers, funded by the Swedish research council. He writes textbooks in mathematics for intermediate school.

    Kirsti Hemmi
    Kirsti Hemmi is Professor in mathematics and science education at Åbo akademi university in Finland and Guest professor at Uppsala university in Sweden. She has led research projects comprising cultural aspects of mathematics education, curricula, textbooks and teachers’ interaction with materials. She is currently leading a four-year research project at Uppsala university focusing on the progression of algebra in the Swedish mathematics curriculum.

    Skapad: 2019-02-15 kl. 13:59

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