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BETA
Bergman Ärlebäck, JonasORCID iD iconorcid.org/0000-0001-5013-8890
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Publications (10 of 46) Show all publications
Albarracín, L., Bergman Ärlebäck, J., Civil, E. & Gorgorió, N. (2019). Extending Modelling Activity Diagrams as a tool to characterise mathematical modelling processes. The Montana Mathematics Enthusiast, 16(1-2), Article ID 10.
Open this publication in new window or tab >>Extending Modelling Activity Diagrams as a tool to characterise mathematical modelling processes
2019 (English)In: The Montana Mathematics Enthusiast, ISSN 1551-3440, E-ISSN 1551-3440, Vol. 16, no 1-2, article id 10Article in journal (Refereed) Accepted
Abstract [en]

In this paper, we present a qualitative study in which we analyse the video-recordings of four groups of students solving Fermi Problems. Previous studies show that Secondary School students solve this type of problems using complex problem solving processes and developing mathematical models. In order to analyse the students’ problem solving processes, so-called Modelling Activity Diagrams were used. The results of the present study demonstrate that solving Fermi problems is a complex matter, and that some of the theoretical tools used in the field of Mathematical Education fail to adequately reflect this level of complexity. In addition, Modelling Activity Diagrams are presented as a more detailed analysis tool to characterise student choices and actions, as well as to make the structure of the Fermi problem addressed more visible.

Place, publisher, year, edition, pages
Missoula, United States: Montana Council of Teachers of Mathematics, 2019
Keywords
Mathematical modelling, Modelling Activity Diagrams, Fermi problems, Secondary School
National Category
Didactics
Identifiers
urn:nbn:se:liu:diva-150892 (URN)
Available from: 2018-09-03 Created: 2018-09-03 Last updated: 2018-09-12Bibliographically approved
Gorgorió, N., Albarracín, L., Bergman Ärlebäck, J., Laine, A., Newton, R. & Villarreal, A. (2019). Fundamental Mathematical Knowledge: progressing its specification. Linköping: Linköping University Electronic Press
Open this publication in new window or tab >>Fundamental Mathematical Knowledge: progressing its specification
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2019 (English)Report (Other academic)
Abstract [en]

In this paper, we elaborate on the notion of Fundamental Mathematical Knowledge (FMK) which we understand as the minimum mathematical content knowledge essential to enter a degree in primary teacher education. We propose that FMK can be assessed in terms of competency in different areas of primary mathematics. The aim of this paper is to present our on-going work to specify FMK based on the common content of mathematics as a primary school subject in Catalonia, England, Finland, and Sweden.

Place, publisher, year, edition, pages
Linköping: Linköping University Electronic Press, 2019. p. 8
Series
LiTH-MAT-R, ISSN 0348-2960 ; 2019:3
Keywords
Primary mathematics, pre-service teacher education, Fundamental Mathematical Knowledge
National Category
Mathematics
Identifiers
urn:nbn:se:liu:diva-157096 (URN)LiTH-MAT-R--2019/03--SE (ISRN)
Available from: 2019-05-28 Created: 2019-05-28 Last updated: 2019-05-28Bibliographically approved
Häggström, J., Liljekvist, Y., Bergman Ärlebäck, J., Fahlgren, M. & Olande, O. (Eds.). (2018). Perspectives on Professional development of mathematics teachers: Proceedings of MDIF11: The 11th Swedish Mathematics Education Research Seminar, 23–28 January 2018, Karlstad, Sweden. Paper presented at The 11th Swedish Mathematics Education Research Seminar (MADIF 11). Göteborg: Svensk Förening för Matematikdidaktisk Forskning
Open this publication in new window or tab >>Perspectives on Professional development of mathematics teachers: Proceedings of MDIF11: The 11th Swedish Mathematics Education Research Seminar, 23–28 January 2018, Karlstad, Sweden
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2018 (English)Conference proceedings (editor) (Refereed)
Abstract [en]

This volume contains the proceedings of MADIF 11, the eleventh Swedish Mathematics Education Research Seminar, held in Karlstad, January 23–24, 2018. The theme for this seminar was Perspectives on professional development of mathematics teachers. The MADIF seminars are organised by the Swedish Society for Research in Mathematics Education (SMDF). MADIF aims to enhance the opportunities for discussion of research and exchange of perspectives, amongst junior researchers and between junior and senior researchers in the field. The first seminar took place in January 1999 at Lärarhögskolan in Stockholm and included the constitution of the SMDF. The list shows all MADIF seminars.

  • MADIF 1, 1999, Stockholm
  • MADIF 2, 2000, Göteborg
  • MADIF 3, 2002, Norrköping
  • MADIF 4, 2004, Malmö
  • MADIF 5, 2006, Malmö
  • MADIF 6, 2008, Stockholm
  • MADIF 7, 2010, Stockholm
  • MADIF 8, 2012, Umeå
  • MADIF 9, 2014, Umeå
  • MADIF 10, 2016, Karlstad
  • MADIF 11, 2018, Karlstad

Printed proceedings of the seminars are available for all but the very first meeting. This volume and the proceedings from MADIF 9 and 10 are also available digitally.The members of the MADIF 11 programme committee were Johan Häggström (University of Gothenburg), Yvonne Liljekvist (Karlstad University), Jonas Bergman Ärlebäck (Linköping University), Maria Fahlgren (Karl-stad University) and Oduor Olande (Linneaus University ). The local organisers were Yvonne Liljekvist and Mats Brunström (Karlstad University). The programme of MADIF 11 included two plenary lectures by invited speakers JeungSuk Pang and Peter Liljedahl. As before, MADIF works with a format of full 10 page papers and with short presentations. This year the number of full papers was eighteen, which is twice as many as in MADIF 10.

The number of short presentations were eleven. The seminar also had one symposium, where three papers around a common theme were presented and dis-cussed. As the research seminars have sustained the idea of offering formats for presentation that enhance feedback and exchange, the paper presentations are organised as discussion sessions based on points raised by an invited reactor. The organising committee would like to express its thanks to the following col-leagues for their commitment to the task of being reactors and moderators: Abdel Seidouvy, Anette Bagger, Cecilia Kilhamn, Hanna Palmér, Jan Olsson, Jöran Petersson, Kajsa Bråting, Kirsti Hemmi, Kristina Juter, Linda Marie Ahl, Lotta Wedman, Mette Susanne Andresen, Mirela Vinerean Bernhoff, Nils Buchholz, Ola Helenius, Olaf Knapp, Peter Frejd, Peter Nyström and Tomas Bergqvist.This volume comprises summaries of the two plenary addresses, 18 research reports (papers), one symposia and abstracts for the eleven short presentations. In a rigorous two-step review process for presentation and publication, all papers were peer-reviewed by two or three researchers. Short presentation contributions were reviewed by members of the programme committee. Since 2010, the MADIF Proceedings have been designated scientific level 1 in the Norwegian list of authorised publication channels available at http://dbh.nsd.uib.no/kanaler/.

The editors are grateful to the following colleagues for providing reviews: Abdel Seidouvy, Allan Tarp, Andreas Ryve, Anette Bagger, Angelika Kullberg, Anna Teledahl, Anna-Lena Ekdahl, Arne Engström, Barbro Grevholm, Björn Textorius, Camilla Björklund, Cecilia Kilhamn, Ceclilia Segerby, Cristina Skodras, Cristina Svensson, Djamshid Farahani, Eva Taflin, Frode Rønning, Gerd Brandell, Hanna Palmér, Hamid Asghari, Helena Roos, Håkan Lennerstad, Håkan Sollerwall, Ida Bergvall, Jan Olsson, Jannika Lindwall, Joakim Samuelsson, Jonas Dahl, Jorryt van Bommel, Judy Sayers, Jöran Petersson, Kajsa Bråting, Karolina Muhrman, Kenneth Ruthven, Kirsti Hemmi, Kris-tina Juter, Lars Madej, Leslie Jiménez, Linda Marie Ahl, Lotta Wedman, Madis Lepik, Maike Schindler, Magnus Österholm, Maria Alkhede, Maria Larsson, Maria Reis, Marie Tanner, Margareta Engvall, Mathias Norqvist, Mette Susanne Andresen, Morten Blomhøj, Ola Helenius, Olaf Knapp, Paul Andrews, Per Nilsson, Peter Frejd, Peter Nyström, Reidar Mosvold, Robert Gunnarsson, Suela Kacerja, Takashi Kawakami, Thomas Lingefjärd, Tomas Bergqvist, Troels Lange and Uffe Thomas Jankvist.

The organising committee and the editors would like to express their grati-tude to the organisers of Matematikbiennalen 2018 for financially supporting the seminar. Finally we would like to thank all participants of MADIF 11 for sustaining their engagement in an intense scholarly activity during the seminar with its tight timetable, and for contributing to an open, positive and friendly atmosphere.

Place, publisher, year, edition, pages
Göteborg: Svensk Förening för Matematikdidaktisk Forskning, 2018. p. 228
Series
Skrifter från Svensk Förening för MatematikDidaktisk Forskning, ISSN 1651-3274 ; 13
National Category
Didactics
Identifiers
urn:nbn:se:liu:diva-161280 (URN)9789198402421 (ISBN)
Conference
The 11th Swedish Mathematics Education Research Seminar (MADIF 11)
Available from: 2019-10-27 Created: 2019-10-27 Last updated: 2019-10-28Bibliographically approved
Bergman Ärlebäck, J. & Doerr, H. M. (2018). Students’ interpretations and reasoning about phenomena with negative rates of change throughout a model development sequence. ZDM - the International Journal on Mathematics Education, 50(1-2), 187-200
Open this publication in new window or tab >>Students’ interpretations and reasoning about phenomena with negative rates of change throughout a model development sequence
2018 (English)In: ZDM - the International Journal on Mathematics Education, ISSN 1863-9690, E-ISSN 1863-9704, Vol. 50, no 1-2, p. 187-200Article in journal (Refereed) Published
Abstract [en]

In this article, we examine how a sequence of modeling activities supported the development of students’ interpretations and reasoning about phenomena with nega- tive average rates of change in different physical phenomena. Research has shown that creating and interpreting models of changing physical phenomena is difficult, even for university level students. Furthermore, students’ reasoning about mod- els of phenomena with negative rates of change has received little attention in the research literature. In this study, 35 students preparing to study engineering participated in a 6-week instructional unit on average rate of change that used a sequence of modeling activities. Using an analysis of the students’ work, our results show that the sequence of mod- eling activities was effective for nearly all students in reason- ing about motion with negative rates along a straight path. Almost all students were successful in constructing graphs of changing phenomena and their associated rate graphs in the contexts of motion, light dispersion and a discharging capacitor. Some students encountered new difficulties in interpreting and reasoning with negative rates in the con- texts of light dispersion, and new graphical representations emerged in students’ work in the context of the discharg- ing capacitor with its underlying exponential structure. The results suggest that sequences of modeling activities offer a structured approach for the instruction of advanced math- ematical content.

Place, publisher, year, edition, pages
Springer, 2018
Keywords
Model development sequences, Modeling, Negative rates of change, Physical phenomena
National Category
Didactics
Identifiers
urn:nbn:se:liu:diva-150893 (URN)10.1007/s11858-017-0881-5 (DOI)000430868400015 ()2-s2.0-85046545659 (Scopus ID)
Available from: 2018-09-03 Created: 2018-09-03 Last updated: 2018-09-12Bibliographically approved
Blomhøj, M. & Bergman Ärlebäck, J. (2018). Theory–practice relations in research on applications and modelling. In: Tommy Dreyfus, Michèle Artigue, Despina Potari, Susanne Prediger and Kenneth Ruthven (Ed.), Developing research in mathematics education: twenty years of communication, cooperation and collaboration in Europe (pp. 90-105). Oxon, UK: Routledge
Open this publication in new window or tab >>Theory–practice relations in research on applications and modelling
2018 (English)In: Developing research in mathematics education: twenty years of communication, cooperation and collaboration in Europe / [ed] Tommy Dreyfus, Michèle Artigue, Despina Potari, Susanne Prediger and Kenneth Ruthven, Oxon, UK: Routledge , 2018, p. 90-105Chapter in book (Refereed)
Abstract [en]

From 2006, Congress of European Research in Mathematics Education (CERME) has included a Thematic Working Group on applications and modelling (WGAM). Since then, the WGAM has been part of the infrastructure of the international research community on the teaching and learning of mathematical modelling and applications. Returning to the need for a more systemic approach to the integration of applications and modelling in mathematics education as pinpointed by W. Blum, the authors note that in many European countries secondary education serves both the purpose of general education for citizenship in a democracy and the purpose of preparation for further education and professions. The WGAM contributions display a broad shared understanding of the basic notions and the research achievements, although the field is still being researched within different theoretical frameworks and perspectives. In many European countries, applications and modelling is already part of the mathematics curricula, especially at the secondary level, and in several other countries there is a quest for reforms.

Place, publisher, year, edition, pages
Oxon, UK: Routledge, 2018
Keywords
Matematikundervisning
National Category
Didactics
Identifiers
urn:nbn:se:liu:diva-161281 (URN)9781138080294 (ISBN)9781138080270 (ISBN)9781315113562 (ISBN)
Available from: 2019-10-27 Created: 2019-10-27 Last updated: 2019-12-05Bibliographically approved
Jiménez, L. & Bergman Ärlebäck, J. (2018). Using the Mathematical Working Space model as a lens on geometry in the Swedish mathematics upper secondary curriculum. In: J. Häggström, J. B. Ärlebäck, M. Fahlgren, M. Johansson, O. Olande, & Y. Liljekvist (Ed.), Perspectives on Professional development of mathematics teachers: Proceedings of MDIF11: The 11thSwedish Mathematics Education Research Seminar. Paper presented at MDIF11, The eleventh research seminar of the Swedish Society for Research in Mathematics Education, Karlstad, Sweden, January 23–24, 2018 (pp. 1-10).
Open this publication in new window or tab >>Using the Mathematical Working Space model as a lens on geometry in the Swedish mathematics upper secondary curriculum
2018 (English)In: Perspectives on Professional development of mathematics teachers: Proceedings of MDIF11: The 11thSwedish Mathematics Education Research Seminar / [ed] J. Häggström, J. B. Ärlebäck, M. Fahlgren, M. Johansson, O. Olande, & Y. Liljekvist, 2018, p. 1-10Conference paper, Published paper (Refereed)
Abstract [en]

This paper uses the model of Mathematical Working Spaces to analyse the area of geometry in the Swedish upper secondary mathematics curriculum. By applying this framework, we describe how one can understand the mathematical work advocated in the curriculum in terms three geometrical paradigms as well as in terms of different emphasis on a set of three ways of working connecting epistemological and cognitive aspects of geometrical work.

National Category
Didactics
Identifiers
urn:nbn:se:liu:diva-150894 (URN)
Conference
MDIF11, The eleventh research seminar of the Swedish Society for Research in Mathematics Education, Karlstad, Sweden, January 23–24, 2018
Available from: 2018-09-03 Created: 2018-09-03 Last updated: 2018-09-17Bibliographically approved
Bergman Ärlebäck, J. & Albarracín, L. (2017). Developing a classification scheme of definitions of Fermi problems in education from a modelling perspective. In: T. Dooley, & G. Gueudet (Ed.), Proceedings of the Tenth Congress of European Research in Mathematics Education : . Paper presented at CERME10, Dublin, Ireland, 1-5 February, 2017 (pp. 884-891). Ireland, Dublin
Open this publication in new window or tab >>Developing a classification scheme of definitions of Fermi problems in education from a modelling perspective
2017 (English)In: Proceedings of the Tenth Congress of European Research in Mathematics Education  / [ed] T. Dooley, & G. Gueudet, Ireland, Dublin, 2017, p. 884-891Conference paper, Published paper (Refereed)
Abstract [en]

In this paper we use a modelling perspective to analyse three descriptions and definitions of so- called Fermi problems found in the literature. We discuss how the three definitions align with, and what they potentially have to offer to, realistic or applied modelling, contextual modelling,educational modelling (either a didactical or conceptual), socio-critical modelling, epistemological or theoretical modelling, and cognitive modelling. Our findings show that the definitions share some similarities, but for the most part are formulated in lose terms. From a modelling perspective, we found that the conceptualisation of Fermi problem we studied foremost and directly align with contextual modelling and both strands of educational modelling. We also discuss the seemly incompatibility between Fermi problems and the other modelling perspectives, and suggest new lines of research on Fermi problems in particular, and on conceptualizing modelling in general.

Place, publisher, year, edition, pages
Ireland, Dublin: , 2017
Keywords
Fermi problem, modelling, modelling perspectives
National Category
Didactics
Identifiers
urn:nbn:se:liu:diva-150897 (URN)978-1-873769-73-7 (ISBN)
Conference
CERME10, Dublin, Ireland, 1-5 February, 2017
Available from: 2018-09-03 Created: 2018-09-03 Last updated: 2018-11-28Bibliographically approved
Frejd, P. & Bergman Ärlebäck, J. (2017). Initial Results of an Intervention Using a Mobile Game App to Simulate a Pandemic Outbreak. In: Gloria Stillman, Werner Blum, Werner and Gabriele Kaiser (Ed.), Mathematical modelling and applications: Crossing and researching boundaries in mathematics education (pp. 517-527). Cham: Springer
Open this publication in new window or tab >>Initial Results of an Intervention Using a Mobile Game App to Simulate a Pandemic Outbreak
2017 (English)In: Mathematical modelling and applications: Crossing and researching boundaries in mathematics education / [ed] Gloria Stillman, Werner Blum, Werner and Gabriele Kaiser, Cham: Springer, 2017, p. 517-527Chapter in book (Refereed)
Abstract [en]

This chapter presents the design and results from the first iteration of a classroom activity using the context and simulation provided by a commercial game app for smartphones and tablets. The aim was to study students’ experiences of an intervention entailing the game app in order to inform a more mature design with the long-term goal of being able to develop principles to design and implement modelling activities using game apps. An analysis focusing on the interplay between the designed intervention environment and students’ work from two upper secondary classes resulted in information in terms of affordances to inform the redesign. In addition, students experienced the activity as interesting and engaging, but with significant gender differences. The results inform a discussion of the role of new technology and simulation within classroom teaching and learning of mathematical modelling.

Place, publisher, year, edition, pages
Cham: Springer, 2017
Keywords
Modelling, Simulation, Technology, Mobile app, Game
National Category
Didactics
Identifiers
urn:nbn:se:liu:diva-161282 (URN)10.1007/978-3-319-62968-1_43 (DOI)9783319629674 (ISBN)9783319629681 (ISBN)
Available from: 2019-10-27 Created: 2019-10-27 Last updated: 2019-10-28Bibliographically approved
Jankvist, U. T., Sánchez Aguilar, M., Bergman Ärlebäck, J. & Wæge, K. (2017). Introduction to the papers of TWG23:Implementation of research findings in mathematics education. In: T. Dooley, & G. Gueudet (Ed.), Proceedings of the Tenth Congress of European Research in Mathematics Education : . Paper presented at CERME10, Dublin, Ireland, 1-5 February, 2017 (pp. 3769-3775). Ireland, Dublin
Open this publication in new window or tab >>Introduction to the papers of TWG23:Implementation of research findings in mathematics education
2017 (English)In: Proceedings of the Tenth Congress of European Research in Mathematics Education  / [ed] T. Dooley, & G. Gueudet, Ireland, Dublin, 2017, p. 3769-3775Conference paper, Published paper (Refereed)
Abstract [en]

In this introduction, we briefly present selected theoretical constructs relevant for the Thematic Working Group 23 (TWG23). We first address the topic of “implementation research” by lookinginto other research fields and domains where this topic is well-developed. Drawing on a taxonomy of so-called “implementation science” in health-care, we attempt to categorize the papers and posters of TWG23 according to their “implementation research aim” (Nilsen, 2015). Using this taxonomy, we elaborate on future perspectives for the TWG by relating to ongoing discussions in mathematics education research.

Place, publisher, year, edition, pages
Ireland, Dublin: , 2017
Keywords
Research findings, research results, theory to practice, implementation research
National Category
Didactics
Identifiers
urn:nbn:se:liu:diva-150895 (URN)978-1-873769-73-7 (ISBN)
Conference
CERME10, Dublin, Ireland, 1-5 February, 2017
Available from: 2018-09-03 Created: 2018-09-03 Last updated: 2018-11-28Bibliographically approved
Bergman Ärlebäck, J., Claesson, M., Hällgren, M., Lindh, S., Lundell, M. & Nordling, M. (2017). IPAs - ihopparningsaktiviteter: aktiviteter med låg tröskel som tränar elevers begrepps-, procedur-/ metod- och resonemangsförmåga. Linköping: Linköping University Electronic Press
Open this publication in new window or tab >>IPAs - ihopparningsaktiviteter: aktiviteter med låg tröskel som tränar elevers begrepps-, procedur-/ metod- och resonemangsförmåga
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2017 (Swedish)Report (Other academic)
Abstract [sv]

Syftet med denna rapport är att på ett beskrivande sätt delge hur arbetet i projektet om IPAs som genomförts HT2014 – VT2015 gått till och vilka erfarenheter och slutsatser som arbetet resulterat i. Den tänkte läsaren är framför allt kommunernas matematiklärare, men vi tror även att andra lärare och skolpersonal kan finna innehållet intressant och användbart. Det är vår förhoppning att rapporten med tillhörande aktiviteter kan inspirera till reflektion och en mer varierad undervisning. När pronomen som vi och oss används i rapporten åsyftats alla som aktivt ingått i IPAprojektets forskande grupp, vilken har bestått av såväl deltagande lärare som forskare:

Marcus Claesson (Kungsgårdsgymnasiet, Norrköping), Malin Hällgren (Birgittaskolans vuxenutbildning, Linköping), Sofia Lindh (Hagagymnasiet, Norrköping), Mia Lundell (Djäkneparksskolan, Norrköping), Mattias Nordling (Anders Ljungstedska gymnasiet, Linköping) och Jonas Bergman Ärlebäck (LiU). Huvudansvaret för författandet av rapporten har Jonas haft som medverkande forskare i projektet. De medforskande lärarna har bidragit med analyser, erfarenheter och exempel från sina klassrum, utvecklat, testat och formulerat aktiviteterna som utgjort navet i projektet, samt läst och kommenterat rapporten under dess framställning.

Rapporten följer samma logik och uppbyggnad som de rapporter skrivna inom det övergripande samarbetsprojektet Matematikdidaktik för bättre matematikkunskaper av det arbete och den forskning som bedrivits av Lisa Björklund Boistrup (Björklund Boistrup et al. 2013a; 2013b; 2013c; 2014a; 2014b). Vissa delar av texten använder därför, eller bygger till viss del på, Lisas texter, och när så är fallet tydliggörs detta med fotnoter. Andra delar av texten, så som exempelvis beskrivningen av de teoretiska utgångspunkterna, är i stort identiskt i samtliga delprojektsrapporter för de projekt som Jonas medverkat i som forskare (Ärlebäck et. al. 2017a, 2017b, 2017c, 2017d). Rapporten är dock skriven för att kunna läsas helt fristående från de andra rapporterna författade i projektet och förutsätter med andra ord ingen tidigare kunskap eller kännedom om projektet och de perspektiv som används. De läsare som redan tagit del av arbetet inom samarbetsprojektet Matematikdidaktik för bättre matematikkunskaper på olika sätt kommer här och var att känna igen sig, men vi hoppas att de delar som är unikt specifika för just detta delprojekt ska vara intressant och inspirerande.

Place, publisher, year, edition, pages
Linköping: Linköping University Electronic Press, 2017. p. 53
Keywords
Matematikundervisning, Gymnasieskolan
National Category
Didactics Mathematics
Identifiers
urn:nbn:se:liu:diva-141605 (URN)
Projects
Matematik för bättre matematikkunskaper
Available from: 2017-10-02 Created: 2017-10-02 Last updated: 2017-12-14Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0001-5013-8890

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