liu.seSearch for publications in DiVA
Change search
Link to record
Permanent link

Direct link
Publications (10 of 81) Show all publications
Jablonka, E. & Bergsten, C. (2022). Tertiary mathematics through the eyes of non-specialists: Engineering students’ experiences and perceptions. In: R. Biehler, M. Liebendörfer, G. Gueudet, C. Rasmussen, & C.Winsløw (Ed.), Practice-oriented research in tertiary mathematics education: (pp. 693-713). Springer
Open this publication in new window or tab >>Tertiary mathematics through the eyes of non-specialists: Engineering students’ experiences and perceptions
2022 (English)In: Practice-oriented research in tertiary mathematics education / [ed] R. Biehler, M. Liebendörfer, G. Gueudet, C. Rasmussen, & C.Winsløw, Springer, 2022, p. 693-713Chapter in book (Refereed)
Abstract [en]

This chapter brings together insights from studies of students’ experiences from a position that takes into account the social and cultural conditions and the institutional context of mathematics for non-specialists. It complements and expands our earlier analyses of interview data from first-year engineering students in Sweden, with a focus on the appreciation of specificities of mathematical discourse encountered in the core mathematics, their perceptions of the usefulness of mathematics, and their experiences of studying mathematics as compared to other subjects. Drawing on Bourdieu’s notions of field and habitus, we consider the control of content and pedagogy of mathematics as a service-course as an element of a larger symbolic struggle. This puts engineering students in a social position where they might be confronted with conflicting ‘rules for the game’ in core mathematics as compared to mathematics in the engineering sciences. Our findings reflect that success in the service-courses depends on recognising the criteria of pure mathematics rather than mathematical applications or modelling. We also reconstructed four different modes of perceived usefulness of mathematics. Further, we grouped students’ perceptions of relations between mathematics and other subjects into three major dimensions, considering if and how hierarchies between these subjects were produced.

Place, publisher, year, edition, pages
Springer, 2022
Series
Advances in Mathematics Education, ISSN 1869-4918
Keywords
Engineering students´ appreciation of mathematics, Symbolic struggle in undergraduate mathematics, Qualitative interviews with engineering students, University mathematics discourse, Usefulness of mathematics, Pure versus applied mathematics
National Category
Didactics
Identifiers
urn:nbn:se:liu:diva-191004 (URN)10.1007/978-3-031-14175-1_33 (DOI)9783031141744 (ISBN)9783031141751 (ISBN)
Funder
Swedish Research Council
Available from: 2023-01-12 Created: 2023-01-12 Last updated: 2023-02-07Bibliographically approved
Jablonka, E. & Bergsten, C. (2021). Numbers don’t speak for themselves: strategies of using numbers in public policy discourse. Educational Studies in Mathematics, 108(3), 579-596
Open this publication in new window or tab >>Numbers don’t speak for themselves: strategies of using numbers in public policy discourse
2021 (English)In: Educational Studies in Mathematics, ISSN 0013-1954, E-ISSN 1573-0816, Vol. 108, no 3, p. 579-596Article in journal (Refereed) Published
Abstract [en]

In mathematics education, there is general agreement regarding the significance of mathematical literacy (also quantitative literacy or numeracy) for informed citizenship, which often requires evaluating the use of numbers in public policy discourse. We hold that such an evaluation must accommodate the necessarily fragile relation between the information that numbers are taken to carry and the policy decisions they are meant to support. In doing so, attention needs to be paid to differences in how that relation is formed. With this in mind, we investigated a public discourse that heavily relied on numbers in the context of introducing, maintaining, and easing the rules and regulations directed to contain the spread of the virus SARS-CoV-2 during the first epidemic wave of COVID-19 in Germany with its peak in early April 2020. We used a public-service broadcasting outlet as data. Our theoretical stance is affiliated with post-structuralist discourse theory. As an outcome, we identified four major related strategies of using numbers, which we named rationalisation, contrast, association and recharging. In our view explicit attention to these strategies as well as identifying new ones can aid the task of furthering critical mathematical literacy.

Place, publisher, year, edition, pages
Springer, 2021
Keywords
Mathematical literacy, Critical mathematics education, Mathematisation, Policy discourse, Discursive strategies, COVID-19, Post-structuralist discourse theory
National Category
Didactics
Identifiers
urn:nbn:se:liu:diva-175775 (URN)10.1007/s10649-021-10059-8 (DOI)000650096400001 ()2-s2.0-85105887140 (Scopus ID)
Note

Funding: Projekt DEAL

Available from: 2021-05-20 Created: 2021-05-20 Last updated: 2022-03-24Bibliographically approved
Bergsten, C. & Kondratieva, M. (2021). Secondary school mathematics students exploring the connectedness of mathematics: The case of the parabola and its tangent in a dynamic geometry environment. The Mathematics Enthusiast, 18(1-2), 183-209, Article ID 13.
Open this publication in new window or tab >>Secondary school mathematics students exploring the connectedness of mathematics: The case of the parabola and its tangent in a dynamic geometry environment
2021 (English)In: The Mathematics Enthusiast, E-ISSN 1551-3440, Vol. 18, no 1-2, p. 183-209, article id 13Article in journal (Refereed) Published
Abstract [en]

Drawing on the Semiotic-cultural approach and the Anthropological theory of the didactic, this paper discusses how exploration of historically framed conceptualizations of mathematical objects can establish bridges between different mathematical areas such as calculus and Euclidean geometry. A classroom intervention study in two secondary mathematics classrooms involving dynamic geometry software tools to support the construction of a parabola and its tangent and aiming at the development of representational flexibility between algebraic/ functional and geometrical approaches, illustrates how students may benefit from participation in such explorations.

Place, publisher, year, edition, pages
Missoula, MT United States: University of Montana, 2021
Keywords
dynamic geometry software; mathematics curriculum; representations; tasks with multiple solutions; parabola
National Category
Didactics
Identifiers
urn:nbn:se:liu:diva-166608 (URN)10.54870/1551-3440.1520 (DOI)000544977200013 ()
Available from: 2020-06-17 Created: 2020-06-17 Last updated: 2024-02-20Bibliographically approved
Bergsten, C. & Frejd, P. (2019). Preparing pre-service mathematics teachers for STEM education: an analysis of lesson proposals. ZDM - the International Journal on Mathematics Education, 51(6), 941-953
Open this publication in new window or tab >>Preparing pre-service mathematics teachers for STEM education: an analysis of lesson proposals
2019 (English)In: ZDM - the International Journal on Mathematics Education, ISSN 1863-9690, E-ISSN 1863-9704, Vol. 51, no 6, p. 941-953Article in journal (Refereed) Published
Abstract [en]

Based on an investigation of research literature on the role of mathematics within the context of STEM education and twenty-first century skills, this explorative study presents and analyses 19 pre-service teachers’ lesson proposals for innovative STEM activities in secondary mathematics classrooms. Drawing on a categorisation of twenty-first century skills and key concepts from Realistic Mathematics Education and Basil Bernstein’s writings, the analysis indicated a use of detailed instructions regarding what students should do but unspecified criteria for their expected knowledge productions. Rather than serving as a digital tool for problem solving, programming was used for the purpose of generalising students’ conceptual knowledge in mathematics. At the same time a focus on modelling and applications in the STEM activities tended to weaken the disciplinary character of mathematics. The learning of various twenty-first century skills was promoted to different extents. The study raises a discussion of affordances and constraints regarding students’ access to mathematical knowledge through different modes of integration of mathematics and other STEM subjects aiming to support the development of twenty-first century skills.

Place, publisher, year, edition, pages
Springer, 2019
Keywords
STEM education, Twenty-first century skills, Pre-service teachers, Mathematical modelling, Horizontal and vertical mathematisation, Classification and framing
National Category
Didactics
Identifiers
urn:nbn:se:liu:diva-161672 (URN)10.1007/s11858-019-01071-7 (DOI)000501020200006 ()2-s2.0-85068998045 (Scopus ID)
Note

Funding agencies:  Linkoping University

Available from: 2019-11-05 Created: 2019-11-05 Last updated: 2020-01-09Bibliographically approved
Bergsten, C. & Jablonka, E. (2019). Understanding the secondary-tertiary transition in mathematics education: Contribution of theories to interpreting empirical data. In: Jankvist, U. T., Van den Heuvel-Panhuizen, M., & Veldhuis, M. (Ed.), Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education: CERME11, February 6 – 10, 2019. Paper presented at Eleventh Congress of the European Society for Research in Mathematics Education, Utrecht, the Netherlands, February 6 – 10, 2019. Utrecht, Netherlands: Freudenthal Group & Freudenthal Institute, Utrecht University and ERME
Open this publication in new window or tab >>Understanding the secondary-tertiary transition in mathematics education: Contribution of theories to interpreting empirical data
2019 (English)In: Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education: CERME11, February 6 – 10, 2019 / [ed] Jankvist, U. T., Van den Heuvel-Panhuizen, M., & Veldhuis, M., Utrecht, Netherlands: Freudenthal Group & Freudenthal Institute, Utrecht University and ERME , 2019Conference paper, Published paper (Refereed)
Abstract [en]

The paper reports a review of studies on the secondary-tertiary transition in mathematics. With an interest in the contribution of theories, it intends to explore what insights empirical studies using new theoretical lenses have added. While there is a move towards socio-cultural theorizing, some dimensions pertaining to issues of social (re)production still appear under-researched.

Place, publisher, year, edition, pages
Utrecht, Netherlands: Freudenthal Group & Freudenthal Institute, Utrecht University and ERME, 2019
Keywords
university mathematics, sector transition, theories, socio-cultural studies
National Category
Didactics
Identifiers
urn:nbn:se:liu:diva-163275 (URN)
Conference
Eleventh Congress of the European Society for Research in Mathematics Education, Utrecht, the Netherlands, February 6 – 10, 2019
Projects
The transition from school mathematics to university mathematics: an integrated study of a cultural gap
Funder
Swedish Research Council, 2009-7799-71108-23
Available from: 2020-01-23 Created: 2020-01-23 Last updated: 2021-09-15Bibliographically approved
Bergsten, C. (2018). Mathematical approaches (2ed.). In: Steve Lerman (complete book) and Eva Jablonka (section editor) (Ed.), Encyclopedia of Mathematics Education: (pp. 1-8). Cham: Springer
Open this publication in new window or tab >>Mathematical approaches
2018 (English)In: Encyclopedia of Mathematics Education / [ed] Steve Lerman (complete book) and Eva Jablonka (section editor), Cham: Springer, 2018, 2, p. 1-8Chapter in book (Refereed)
Abstract [en]

Research in mathematics education is interdisciplinary. According to Higginson (1980), mathematics, philosophy, psychology, and sociology are contributing disciplines to mathematics education (similar to what Michael Otte called Bezugsdisziplinen; Otte et al. 1974, p. 20). Linguistics and semiotics could be added. Framing of research, by means of theories or methods from these, amounts to different approaches, mathematics itself being one obvious choice. According to one view, mathematics education as a research field belongs to mathematics: at the second International Congress on Mathematical Education (ICME) in Exeter, Zofia Krygowska suggested that mathematics education should be classified as “a part of mathematics with a status similar to that of analysis or topology” (Howson 1973, p. 48). Another view sees mathematics education as an autonomous science (didactics of mathematicsas Hans Georg Steiner in 1968 called the new discipline he wanted to establish; see...

Place, publisher, year, edition, pages
Cham: Springer, 2018 Edition: 2
Keywords
Contributing discipline, Didactical analysis, Didactic transposition, Mathematical analysis. Mathematical approach, Mathematics education community, Mathematical structure
National Category
Didactics
Identifiers
urn:nbn:se:liu:diva-151062 (URN)10.1007/978-3-319-77487-9_95-7 (DOI)978-3-319-77487-9 (ISBN)
Available from: 2018-09-12 Created: 2018-09-12 Last updated: 2018-09-12Bibliographically approved
Frejd, P. & Bergsten, C. (2018). Professional modellers’ conceptions of the notion of mathematical modelling: Ideas for education. ZDM - the International Journal on Mathematics Education, 50(1-2), 117-127
Open this publication in new window or tab >>Professional modellers’ conceptions of the notion of mathematical modelling: Ideas for education
2018 (English)In: ZDM - the International Journal on Mathematics Education, ISSN 1863-9690, E-ISSN 1863-9704, Vol. 50, no 1-2, p. 117-127Article in journal (Refereed) Published
Abstract [en]

The notion of mathematical modelling has multiple interpretations in research literature and has been included in curriculum documents in various ways. This study presents a thematic analysis of nine professional modellers’ conceptions of the notion of mathematical modelling, representing scholarly knowledge. The result is organised according to four main aspects of modelling, that is description, understanding, abstraction and negotiation, representing key features of mathematical models and how people are affected by, or engage in, modelling work. The paper concludes with a discussion of some potential benefits for mathematics education that might be drawn from the study from the perspective of the ‘gap’ between mathematical modelling in educational and non-educational contexts, in terms of curriculum design and teaching practice.

Place, publisher, year, edition, pages
Springer, 2018
Keywords
The notion of mathematical modelling; Professional modellers; Curriculum development
National Category
Didactics
Identifiers
urn:nbn:se:liu:diva-147734 (URN)10.1007/s11858-018-0928-2 (DOI)000430868400010 ()
Available from: 2018-05-08 Created: 2018-05-08 Last updated: 2018-06-03Bibliographically approved
Engelbrecht, J., Bergsten, C. & Kågesten, O. (2017). Conceptual and procedural approaches to mathematics in the engineering curriculum: Views of qualified engineers. European Journal of Engineering Education, 42(5), 570-586
Open this publication in new window or tab >>Conceptual and procedural approaches to mathematics in the engineering curriculum: Views of qualified engineers
2017 (English)In: European Journal of Engineering Education, ISSN 0304-3797, E-ISSN 1469-5898, Vol. 42, no 5, p. 570-586Article in journal (Refereed) Published
Abstract [en]

The research interest underpinning this paper concerns the type ofmathematical knowledge engineering students may acquire during theirspecialised education in terms of the conceptual and proceduraldimensions of doing and using mathematics. This study draws oninterviews with 25 qualified engineers from South Africa and Swedenregarding their views on the role of mathematics in engineeringeducation, with special focus on the conceptual and procedural aspectsof mathematical knowledge. A thematic analysis of the interview dataled to the identification of two main themes. According to theconceptual view a predominantly conceptual approach is needed andvalued more than procedural skills, while the balanced view emphasisesa balance of conceptual understanding and procedural fluency as wellas links between them. It is suggested that the mathematical educationof engineers would need to be more conceptually oriented to preparefor the demands at the workplace.

Place, publisher, year, edition, pages
Taylor & Francis, 2017
Keywords
Conceptual and procedural knowledge; undergraduate mathematics; engineering education; views of engineers
National Category
Didactics
Identifiers
urn:nbn:se:liu:diva-139232 (URN)10.1080/03043797.2017.1343278 (DOI)2-s2.0-85021268611 (Scopus ID)
Projects
Conceptual and procedural understanding in mathematics courses for engineering students
Funder
Swedish Research Council
Available from: 2017-07-06 Created: 2017-07-06 Last updated: 2019-01-09Bibliographically approved
Bergsten, C. (2017). Mathematisation as didactic principle seen through teachers' descriptions of mathematical modelling. Paper presented at CIEAEM69. Quaderni di Ricerca in Didattica" QRDM (Mathematics), 27(2), 229-233
Open this publication in new window or tab >>Mathematisation as didactic principle seen through teachers' descriptions of mathematical modelling
2017 (English)In: Quaderni di Ricerca in Didattica" QRDM (Mathematics), ISSN 1592-5137, E-ISSN 1592-4424, Vol. 27, no 2, p. 229-233Article in journal (Refereed) Published
Abstract [en]

Considering the ‘popularity’ of mathematical modelling as an arena for using mathematisation as didactic principle, teachers’ conceptions of mathematical modelling in relation to how they view their main task as mathematics teachers, as well what use the mathematics students learn at school might be, was investigated drawing on interview data. While the teachers generally separated ‘reality’ and ‘mathematics’, the potential diversity of mathematical descriptions and the problematic nature of any “translation” were generally not discussed. Overall goals of teaching mathematics such as understanding, interest and usefulness were emphasised rather than relating modelling to mathematisation as didactic principle.

Abstract [fr]

Compte tenu de la «popularité» que la modélisation mathématique a gagnée en tant que domaine d'utilisation de la mathématisation comme principe didactique, les conceptions des enseignants de la modélisation mathématique par rapport à la façon dont ils considèrent leur tâche principale en tant que professeurs de mathématiques, ainsi que ce que les étudiants en mathématiques apprennent à l'école pourrait être, a été étudié en tirant parti des données d'entrevue. Bien que les enseignants se séparent généralement de la «réalité» et des «mathématiques», la diversité potentielle des descriptions mathématiques et la nature problématique de toute «traduction» n'ont généralement pas été discutées. Les objectifs généraux d'enseignement des mathématiques tels que la compréhension, l'intérêt et l'utilité ont été soulignés plutôt que de rapprocher la modélisation de la mathématisation en tant que principe didactique.

Place, publisher, year, edition, pages
Palermo, Italy: Gruppo Ricerca Insegnamento delle Matematiche (G R I M), 2017
National Category
Didactics
Identifiers
urn:nbn:se:liu:diva-147835 (URN)
Conference
CIEAEM69
Available from: 2018-05-15 Created: 2018-05-15 Last updated: 2018-05-22Bibliographically approved
Jablonka, E., Ashjari, H. & Bergsten, C. (2017). "Much palaver about greater than zero and such stuff" – First year engineering students’ recognition of university mathematics. International Journal of Research in Undergraduate Mathematics Education, 3(1), 69-107
Open this publication in new window or tab >>"Much palaver about greater than zero and such stuff" – First year engineering students’ recognition of university mathematics
2017 (English)In: International Journal of Research in Undergraduate Mathematics Education, ISSN 2198-9745, E-ISSN 2198-9753, Vol. 3, no 1, p. 69-107Article in journal (Refereed) Published
Abstract [en]

Research under the key word ‘secondary-tertiary transition problem’ in mathematics education points to a range of difficulties students face when passing from learning mathematics at school to attending undergraduate mathematics courses. One of these problems concerns the change in criteria for what counts as a legitimate mathematical activity. Based on this observation, the aim of this study is to investigate the extent to which students enrolled in undergraduate mathematics courses are aware of such changes in criteria and how their reflective recognition relates to their academic success. The main body of empirical data comprises interviews with 60 undergraduate students, who were enrolled in different engineering programmes at two Swedish universities and attended compulsory mathematics courses. These interview data are complemented by the grades achieved by these students on all mathematics courses during their first year of enrolment. A group of their lecturers were also interviewed. In order to explore what counts as a legitimate mathematical activity, participants were presented with excerpts from different mathematics textbooks and asked which of these they would describe as more or less mathematical and why. As theoretical resources we selectively employ notions by means of which Bernstein conceptualised pedagogic discourse, elements of Halliday and Hasan’s social semiotics, and Eco’s idea of the model reader. The investigation shows that students focus on a considerably wide range of aspects of mathematics texts by which they (mis)recognise the specificity of the discourse, and how this relates to their academic success. The study not only provides a differentiated picture of students’ reflective recognition of levels of rigour, abstraction and formalisation in mathematics, but also offers a methodological contribution.

Place, publisher, year, edition, pages
Springer London, 2017
Keywords
School-university transition, Undergraduate mathematics, Engineering students, Mathematical rigour, Bernstein, Recognition rule
National Category
Didactics
Identifiers
urn:nbn:se:liu:diva-130698 (URN)10.1007/s40753-016-0037-y (DOI)2-s2.0-85047722030 (Scopus ID)
Projects
The transition from school mathematics to university mathematics: an integrated study of a cultural gap
Funder
Swedish Research Council
Available from: 2016-08-20 Created: 2016-08-20 Last updated: 2025-05-09
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-3681-3535

Search in DiVA

Show all publications