Monday seminars will normally be arranged on Mondays at 13.15 in J3-052.
Let me know if you want to do a presentation on Monday Seminar.
Pauline Vos and Oda Heidi Bolstad
Title: Using preservice teachers’ perceptions of a project-based course on statistics to investigate knowledge creation in collaborative settings
Abstract: We studied aspects in the dynamics of knowledge creation within collaborative settings (KCCS) in initial teacher education. The empirical data come from reflective reports from preservice teachers (PSTs) written after participating in a project-based course in statistics. Our methodology was to first develop themes of what PSTs perceived as ‘drivers’ that enhanced their learning. The themes were: (1) awareness of adaptable teaching conventions; (2) discussing with and explicating to others; (3) competencies relevant later, (4) knowledge of how statistics is used in society; (5) knowledge about oneself. We analyzed the themes in light of connections across personal, social and cultural aspects. In this case of KCCS, personal learning connected to the social through the group work, and there were clear connections to the cultural, such as learning about teaching conventions and the societal role of statistics. These cross-connections were powerful drivers of learning.
Stig Eriksen and Pauline Vos
Title: Formal intentions in a new mathematics curriculum versus example tasks published before the standardized examinations – do they align?
Abstract: In 2020, a new Norwegian mathematics curriculum formally defined the Core Elements as pillars for mathematics learning, such as exploring, reasoning, representing or modelling. Shortly after the curriculum’s launch, example tasks were published to show what type of tasks students could expect in the national standardized examinations. Within our theoretical framework, we interpret both the Core Elements and the example tasks as resources in a discourse on an intended curriculum. We studied their alignment, namely, the extent to which Core Elements were needed to solve the example tasks. We developed a scoring analysis with good inter-rater reliability. We found that the Core Elements were mainly needed for tasks for the ‘higher’ stream and hardly for other streams and that modelling was virtually absent. The first published example tasks communicated the ideals of the intended curriculum better than the latter, published closer to the implementation of the curriculum.
Title: First results from a study on vocational mathematics education in different contexts
Abstract: The prevalent mathematics teaching practice in vocational education and training in upper secondary school in Sweden is based on textbooks that mainly focus on formal academic mathematics where the link to the labour market is weak. Many students, therefore, do not see the relevance of using mathematics for their future vocation, which impacts both on students’ motivation to learn mathematics and their mathematical skills (Muhrman, 2016). The overall consequence is that students do not easily access the labour market, since they do not meet well the working life's requirements regarding mathematical knowledge. There is a national and international consensus among researchers on a need for research to explore teaching and learning methods that strengthen the relation between mathematics education and students’ future occupations (e.g., FitzSimons, 2001). In particular, the problem of organising activities suitable for preparing students to solve and critically reflect on problems arising from realistic situations at the workplace is a current matter of research (Frejd & Muhrman, 2022).
As a continuation of a small pilot study by Frejd and Muhrman (2022), this presentation will report from a new and larger project funded by the Swedish Research Council where the aim is to investigate how mathematics in vocational education and training can be organised to support students for their future profession. The project includes ten upper secondary vocational education schools in Sweden (yrkesförberedande gymnasieskolor) that work with teaching and learning interventions in different contexts (in a regular classroom and in a workplace authentic environment). The goal is to explore the effects of these interventions on the students' mathematical skills and their motivation to learn mathematics. The study has a longitudinal design using pre- and post- tests and questionnaires and interviews to collect data before and after the interventions, and 18 months later, to investigate if the effect is permanent. During the presentation I will present and discuss our first results from this ongoing project.
FitzSimons, G. E. (2001). Is there a role for mathematical disciplinarity in productive learning for the workplace? Studies in Continuing Education, 23(2), 261-276.
Frejd, P., & Muhrman, K. (2022). Is the mathematics classroom a suitable learning space for making workplace mathematics visible? – An analysis of a subject integrated team-teaching approach applied in different learning spaces. Journal of Vocational Education & Training, 74(2), 333-351. https://doi.org/10.1080/13636820.2020.1760337
Muhrman, K. (2016). Inget klöver utan matematik. En studie av matematik i yrkesutbildning och yrkesliv (Doktorsavhandling). Linköpings universitet.
1 No Monday Seminar, Workers’ Day
8 Visitors from Clemson University
15 No Monday Seminar (17th and 18th are days off)
29 No Monday Seminar, Pentecost
5 No Monday Seminar due to Master exams and MatRIC's Calculus conference on 5-9th of June
12 CERME July 2023 presentations in room 48 106
Pauline Vos (and Oda Heidi Bolstad): Using preservice teachers’ perceptions of a project-based course on statistics to investigate knowledge creation in collaborative settings
Stig Eriksen and Pauline Vos: Formal intentions in a new mathematics curriculum versus example tasks published before the standardized examinations – do they align?
15 Seminar with guest researcher Peter Frejd (Linköping University, Sweden) room J3-052 kl 13:15 – title to be announced
19 No Monday Seminar due to Summer School in the Graduate School
Discussion Seminar on the Nature of Teaching
Led by David Reid
90% Seminar with Obed O. Afram
Students’ mathematical modelling with the aid of digital technologies: An Activity and Affordance theory perspective
Supervisors: Said Hadjerrouit and John Monaghan
Critical friend:Professor Dr. Vince Geiger,Institute for Learning Sciences and Teacher Education, Brisbane Campus
Purposes, basic-level categories and relentless consistency in learning to teach mathematics
By Laurinda Brown, University of Bristol, School of Education, UK
Visitors from Clemson University, USA
Applied and Interdisciplinary STEM Education Research: Perspectives from Two American Researchers
Title: The modelling cycle as analytic research tool and how it can be enriched beyond the cognitive dimension
Authors: Pauline Vos and Peter Frejd (University of Linköping, Sweden)
Title: A resource approach to mathematics teacher education
Author. Amalie Sødal
Title: Prospective elementary teachers’ selection of mathematical tasks
Author: Cengiz Alacaci
Digital fabrication for mathematics teachers as a resource for concretizing abstract concepts in mathematics education.
CERME presentation from Yuriy Rogovchenko and David Reid
Title: Conceptual understanding of solutions to differential equations: How do assessment tasks promote it?
Authors: Svitlana Rogovchenko and Yuriy Rogovchenko
Title: ‘Reasoning’ in national curricula and standards
Author: David Reid
MERGA Strand 3
Mathematics teaching and learning in kindergarten and early school years
By Professor Martin Carlsen, UiA
First year Seminar Mahboubeh Nedaei
Reactor: Professor Roger Säljö (Univ of Gothenburg / UiA)
Mathematical awareness in kindergarten class.
Presentation by Mette Amalie Bundgaard, PhD fellow Københavns Professionshøjskole
INDRUM presentation: Potential conflict factors in learning exact differential equations: an impact of institutional practices
Svitlana Rogovchenko and Yuriy Rogovchenko
The forthcoming conference: The Learning and Teaching of Calculus Across Disciplines
By John Monaghan
Teacher scaffolding collaborative learning
By Sharon Calor, University of Amsterdam
Practicing teachers’ (grade 1–10) implementation of mathematical modelling in Norway,
by Shaista Kanwal
Our experience leading teacher education for students of another first language
by Linda Gurvin Opheim and Kristoffer Heggelund Knutsen
What research do we at UiA do today, and should we do tomorrow in mathematics education?
By Pauline Vos
Presentation from strand 4: Mathematical Thinking in Schools: Current Research
Design of the activities to develop reasoning, argumentation, and proof processes in geometry
by Esra Demiray Post Doc, Hacettepe University, Turkey
Strand 1 Emergent technologies in mathematics teaching and learning
By Said Hadjerrouit
How teachers frame process-product dualities in classroom argumentations
By Fiene Bredow, PhD research fellow, University of Bremen
International Comparative Study on the Influences of Ordinary Language in Mathematical Argumentation in Mathematics Classrooms
By David Reid, professor, UiA
Whatever does it mean to ’turn social’?
By Jeppe Skott, Professor, Linnaeus University and University of Agder
Participation in Argumentation
By Christine Knipping, professor, University of Bremen and University of Agder
Presentation of NORMA-paper
By Martin Carlsen, professor and Svanhild Breive, posdoc, University of Agder.
NORMA-presentations by Irene Skoland Andreassen, PhD candidate, Stig Eriksen, Assistant professor, Anders Wiik PhD candidate, Hans Kristian Nilsen, Associate professor and Pauline Vos, professor at University of Agder
Characterizing the relevance of mathematics as perceived by grade 8 students in a workplace related project
By Irene Skoland Andreassen, Hans Kristian Nilsen and Pauline Vos, University of Agder
Evaluating example tasks against the new core elements for grade 11 in Norway – what do tasks communicate
By Stig Eriksen and Pauline Vos, University of Agder
Trends in everyday mathematics:The case of newspaper weather forecasts
By Anders Wiik, PhD University og Agder
Grade 8 students creating Sankey diagrams to model, visualize and communicate complex processes
By Pauline Vos, University of Agder & Peter Frejd, Linköping University
Thinking about aesthetics in school mathematics: A new perspective on instructional tasks
By Cengiz Alacaci, professor, University of Agder
MATHEMATICS CLASSROOM ARGUMENTATION: AN INTERACTIONAL PERSPECTIVE
By Markos Dallas, PhD research fellow, UiA
Towards an improved performance in a first-year undergraduate calculus course
By Yusuf F. Zakariya, Postdoc, University of Agder
Mathematics teaching in the Danish kindergarten class with a special focus on dialogic teacher-students interactions
By Birgitte Henriksen, PhD Research fellow, Aarhus University, Faculty of Didactics, Denmark; firstname.lastname@example.org
The use of technological tools for modelling realistic problems at the secondary school level: A socio-cultural perspective
Reactor: Martin Carlsen, professor, UiA
Supervisors: Said Hadjerrouit, Professor and John Monaghan, professor, UiA.
DeDiMaMo is a project supported by Diku through the Eurasia 2019 program. Partners in the project are University of Agder together with two Ukrainian universities, Borys Grinchenko Kyiv University and Ternopil Volodymyr Hnatiuk National Pedagogical University.
Presentation of Master projects
Komparativ studie: Hvilke utfordringer møter elever i 2P,S1 og R1 når de skal konvertere mellom fire ulike semiotiske representasjoner
By Anne Refsnes, master student UiA
Supervisor: Claire Berg
Problemløsing i matematikklærebøker for ungdomstrinnet
By Heidi Marie Skregelid Tredal, master student, UiA
Supervisor: Kristina Raen
About various teaching experiments for undergraduate mathematics
by Alfons Van Daele (University of Leuven, Belgium)
Reflecting on the value of mathematics in an interdisciplinary STEM course
by Nelleke den Braber (NHL Stenden University of Applied Sciences)
Measuring in-service teachers’ ability to analyse their students’ mathematical argumentation
by Cornelia Brodahl, Niclas Larson, Unni Wathne and Kirsten Bjørkestøl
Digital resources in mathematics education at the tertiary level: Opportunities and challenges
by Said Hadjerrouit, professor, UiA
Multimodal Algebra Learning: Insights from past research and goals for the future.
by David Reid, professor UiA
Playful Learning in Early Mathematics in School – PLEMAS
By Martin Carlsen, professor, UiA
Algebra Learning: Generalizing, Expressing, Balancing, Reasoning and Argumentation– ALGEBRA
By David A Reid, professor, UiA
First year seminar with Irene Skoland Andreassen, PhD research fellow, UiA
Ungdomsskoleelevers matematikkerfaringer gjennom prosjekter i tilknytning til en bedrift
Reactor: Professor Roger Säljö
Supervisors: Associate professor Hans Kristian Nilsen and Professor Pauline Vos
CULTURAL TRANSPOSITION: how to exploit ideas / results from one culture to another in mathematics education.
By Maria Giuseppina Bartolini, Professor, University of Modena and Reggio Emilia, Italy
From using artefacts to mathematical meanings: the teacher’s role in the semiotic mediation process
By Maria Alessandra Mariotti – Università di Siena- Italy
The Ethics of Mathematics and its Uses in Education and Society
By Professor Paul Ernest, University of Exeter, UK
How can we know whether it is a proof?
By Tommy Dreyfus, Professor, Tel Aviv University
Investigating similar triangles using student-produced videos
By Anders Støle Fidje, Assistant professor UiA
Characterising the mathematical discourse in a kindergarten
By Per Sigurd Hundeland, Martin Carlsen and Ingvald Erfjord, UiA
An introduction to Abstraction in Context
Tommy Dreyfus, Professor, Tel Aviv University
Construction of Knowledge in Classrooms
By Tommy Dreyfus, Professor, Tel Aviv University
A case study on mathematical routines in undergraduate biology students’ group-work
By Floridona Tetaj, PhD research fellow
Primary Mathematics classroom argumentation context
By Markos Dallas, PhD research fellow
By Nils F. Buchholtz, associate professor UiO
Ten years journey in mathematics education: Iran, New Zealand, and Norway
By Farzad Radmehr, postdoc, UiA
Bruk av podcasts i et matematikkurs ved UiA og analyse av eksamensresultat
Ved Kirsten Bjørkestøl, førsteamanuensis, UiA
Comparative judgement as a learning tool in university mathematics: Students’ views of benefits and drawbacks
By Niclas Larson, University of Agder
Students of Development Studies learning about modelling and simulations as a research approach in their discipline
By Amrit Poudel, PhD research fellow
Grade 8 students learning to visualize and mathematically model industrial processes through Sankey diagrams
By Pauline Vos, Professor UiA
Developing a survey instrument to explore the incidence of active learning approaches in higher mathematics education
By Simon Goodchild, professor UiA
First-year engineering students’ reflections on integration and the Fundamental Theorem of Calculus
By Hans Kristian Nilsen, associate professor, UiA
Introduction to MERGA, PAMAR, MatRIC and Department
By Martin Carlsen, Yuriy Rogovchenko, Simon Goodchild and Ingvald Erfjord
Mathematics crossing borders: Integrating mathematics with other disciplines in teacher education
By Merrylin Goos, Professor, University of Limerick, Ireland
Department meeting with rector and vice-rectors.
First year seminar, Yusuf Feyisara Zakariya
Undergraduate students’ performance in mathematics: Singular and combined effects of learning approaches, self-efficacy, and prior mathematics knowledge.
Reactor: Professor Matthew Inglis, Mathematics Education Centre, Loughborough University, United Kingdom.
Attempting to unpack mathematics teacher education: Competencies for reflection
By Cengiz Alacaci, professor, University of Agder
Networking of Theories: Looking at the past, the current and possible future developments
By Angelika Bikner-Ahsbahs, professor at University of Bremen
Presentation of Master Projects
Assessing the Affordances and Constraints of Numbas for Mathematics Teaching and Learning.
By Celestine Ifeanyi Nnagbo, master student, UiA
Academic advisor: Said Hadjerrouit
Using eye-tracking to understand inductive reasoning
By Besjona Shkurti, master student, UiA
Academic advisor 1: Yuriy Rogovchenko
Academic advisor 2: Cengiz Alacaci
“Towards personalised computer simulations of cancer treatment” by Dr. Alvaro Köhn-Luque, University of Oslo.
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