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  • 1.
    Bergsten, Christer
    Linköping University, Department of Mathematics, Mathematics and Applied Mathematics. Linköping University, Faculty of Educational Sciences.
    News from Nordic mathematics education2014In: Nordisk matematikkdidaktikk, ISSN 1104-2176, Vol. 19, no 1, p. 75-84Article, review/survey (Refereed)
  • 2.
    Bergsten, Christer
    Linköping University, Department of Mathematics, Mathematics and Applied Mathematics. Linköping University, Faculty of Educational Sciences.
    News from Nordic mathematics education2011In: Nordisk matematikkdidaktikk, ISSN 1104-2176, Vol. 16, no 4, p. 103-117Article, review/survey (Other academic)
  • 3.
    Bergsten, Christer
    Linköping University, Department of Mathematics, Mathematics and Applied Mathematics. Linköping University, Faculty of Educational Sciences.
    News from Nordic mathematics education2012In: Nordisk matematikkdidaktikk, ISSN 1104-2176, Vol. 17, no 2, p. 69-84Article, review/survey (Other academic)
  • 4.
    Bergsten, Christer
    Linköping University, Department of Mathematics, Mathematics and Applied Mathematics. Linköping University, Faculty of Educational Sciences.
    News from Nordic mathematics education2013In: Nordisk matematikkdidaktikk, ISSN 1104-2176, Vol. 18, no 2, p. 93-102Article, review/survey (Other academic)
  • 5.
    Bergsten, Christer
    et al.
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Mathematics, Applied Mathematics.
    Grevholm, Barbro
    Realfag Høgskolen i Agder.
    The didactic divide and the education of teachers of mathematics in Sweden2004In: Nordisk matematikkdidaktikk, ISSN 1104-2176, Vol. 9, no 2, p. 123-144Article in journal (Refereed)
    Abstract [en]

    On a background of tradition versus renewal, a discussion on recent teacher education reforms in Sweden is given. A balance of different aspects of content and a need for research are seen as critical for the formation of mathematics teacher education. A conception of a -didactic divide- between disciplinary and pedagogical knowledge is used as an analytic tool to describe the rationale behind the design of the reforms. Empirical data from student teachers enrolled in the new teacher education programme highlight how the structure and content of the programme contribute to overcoming the divide.

  • 6.
    Frejd, Peter
    Linköping University, Department of Mathematics, Mathematics and Applied Mathematics. Linköping University, The Institute of Technology.
    An analysis of mathematical modelling in Swedish textbooks in upper secondary school2013In: Nordisk matematikkdidaktikk, ISSN 1104-2176, Vol. 18, no 3, p. 59-95Article in journal (Refereed)
    Abstract [en]

    A new national curriculum has recently been implemented in the Swedish upper secondaryschool where one of the goals to be taught is modelling ability. This paperpresents a content analysis of 14 ”new” mathematical textbooks with the aim to investigatehow the notion of mathematical modelling is presented. An analytic scheme isdeveloped to identify mathematical modelling in the textbooks and to analyse modellingtasks and instructions. Results of the analysis show that there exist a variety ofboth explicit and implicit descriptions, which imply for teachers to be attentive tocomplement the textbooks with other material.

  • 7.
    Jablonka, Eva
    et al.
    Luleå tekniska universitet.
    Bergsten, Christer
    Linköping University, Department of Mathematics, Applied Mathematics. Linköping University, The Institute of Technology.
    Theorising in mathematics education research: differences in mode and quality2010In: Nordisk matematikkdidaktikk, ISSN 1104-2176, ISSN 1104-2176, Vol. 15, no 1, p. 25-52Article in journal (Refereed)
    Abstract [en]

    In mathematics education research reports, we find a bewildering array of ”theories”, ”theoretical models” or ”theoretical frameworks”. The key notions and principles as well as the intellectual roots of these constructions are made more or less explicit, and the relations of theoretical entities to the empirical field under study are established in different ways. These differences imply discrepancies in quality. In this contribution we touch upon some of these issues. We attempt to show that an investigation of the relations between key concepts might help to read and evaluate theoretical underpinnings of research studies, and we argue that not all constructions that are labelled ”theoretical” meet the criteria we consider essential for productive theorising. We also allude to different modes of engaging with empirical material and different ways in which theories are used in research studies. The main part of our discussion is limited to examples of ”home-grown” theorising. The examples we have chosen to illustrate our points necessarily represent a biased selection.

  • 8.
    Samuelsson, Joakim
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Teaching and Learning in School, Teacher Education and other Educational Settings.
    Classroom settings, self-regulated learning skills and grades in mathematics.2008In: Nordisk matematikkdidaktikk, ISSN 1104-2176, Vol. 13, no 1Article in journal (Refereed)
  • 9.
    Samuelsson, Joakim
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Arts and Sciences.
    Development of self-regulated learning skills in mathematics in lower secondary school in Sweden2011In: Nordisk matematikkdidaktikk, ISSN 1104-2176, Vol. 16, no 3Article in journal (Refereed)
    Abstract [en]

    In this study, the development of 219 students’ self-regulated learning skills in lower secondary school across ability groups were investigated and related to measures of students’ performance in mathematics. Self-regulated learning skills were assessed with a questionnaire originally designed and used in PISA 2003. Pre-testing was performed during the first two weeks in school in seventh grade. The first post-test was performed after one term in eighth grade, in January 2008. The second post-test was performed during the last two weeks in grade 9, in June 2009. All testing was performed by the class teacher. However, the result states that internal motivation, instrumental motivation as well as self-concept decline across year in lower secondary school. The development of interest and enjoyment of mathematics, self-concept in mathematics and anxiety in mathematics was similar in each ability group. No interaction effects across groups were significant in the study. This study highlights the importance of taking affective factors into account in discussions about the results of mathematics teaching and learning. The strong correlation between affective factors and achievement in mathematics helps us to identify some weaknesses in the Swedish education system.

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