Barbro Grevholm

• Grevholm, Barbro (2021). Recent Nordic research in mathematics education illustrated by examples from NORMA17. Mathematics. ISSN 2227-7390. 9(8). doi: 10.3390/math9080803. Fulltekst i vitenarkiv Vis sammendrag

  A characterization of recent Nordic research in didactics of mathematics is presented based on the 32 research reports from the Nordic and Baltic countries in the proceedings from NORMA17 (The eighth Nordic conference on didactics of mathematics). Recent Nordic research in didactics of mathematics is observed from several aspects such as choice of problem, theory, method, result, and target for the message. The analyses of the papers on different levels and from a manifold of perspectives build up an image of what Nordic research in DM (didactics of mathematics) contains and represents currently. The closeness and cooperation between researchers in the Nordic countries is characteristic as well as the breadth and variation in the choice of questions, theories, and methods. Research activity seems to flourish most in Norway. Small‐scale studies as well as larger projects are visible. A variety of messages about mathematics teaching and learning for all age groups are directed to students, mathematics teachers, teacher educators, and policymakers. Quantitative and qualitative empirical studies dominate. Conceptual or theoretical investigations are rare. Studies of outcomes of interventions, including teaching approaches and experiments are most common, followed by studies of learning and cognition, including problem‐solving. There is a need for surveys and overviews as so many new results are exposed.

• Grevholm, Barbro (2020). Vi kan stå på jättars skuldror. Nämnaren : tidskrift för matematikundervisning. ISSN 0348-2723. 47(1), s. 23–31. Vis sammendrag

  Den tidiga skolmatematikens Grand old lady har lämnat oss. Gudrun Malmer blev nästan 100 år och hennes minne hedras vid Matematikbiennalen 2020. Hon var utbildad folkskollärare och speciallärare, och utnämndes 1999 till filosofie hedersdoktor vid Göteborgs universitet och 2013 vid Malmö universitet. Hon verkade som klasslärare, seminarielärare, rektor och senare metodiklektor vid lärarutbildningen i Malmö. Gudrun älskade matematik och var professionell ut i fingerspetsarna, känd av de flesta i Norden som undervisar matematik i skolan. Hon var aktiv långt efter sin pensionering och var en av landets mest eftersökta föreläsare om de tidiga skolårens matematik. Hon intresserade sig speciellt för barn med dyskalkyli och andra matematiksvårigheter.

• Strässer, Rudolf & Grevholm, Barbro (2019). The German Speaking Didactic Tradition . I Blum, Werner; Artigue, Michèle; Mariotti, Maria Alessandra; Sträßer, Rudolf & Van den Heuvel-Panhuizen, Marja (Red.), European Traditions in Didactics of Mathematics. Springer Nature. ISSN 978-3-030-05514-1. s. 123–151. doi: doi.org/10.1007/978-3-030-05514-1_5. Vis sammendrag

  Doing empirical research differently: The Nordic and German cases. A view from the Nordic countries. Pages 137-143 +references by Barbro Grevholm (only) Content Reasons for Nordic connections to Germany Some early examples of German influence How and why are we doing empirical research differently? Some examples of collaboration with German-speaking colleagues

• Portankova-Koivisto, Päivi & Grevholm, Barbro (2019). Prospective mathematics teachers? self-referential metaphors as indicators of the emerging professional identity. LUMAT: International Journal on Math, Science and Technology Education. ISSN 2323-7104. 7(2), s. 97–109. doi: 10.31129/LUMAT.7.2.343. Fulltekst i vitenarkiv Vis sammendrag

  Ideals play a key role in a student teachers’ identity work. They form targets to strive for and a mirror for reflection. In this paper, we examine Finnish mathematics student teachers’ metaphors for the teacher’s role (N=188). We classified the metaphors according to a model that identified teachers as subject matter experts, didactical experts, and pedagogical experts, with the addition of another two categories, self-referential and contextual. For the exploration of emerging professional identities, we studied the self-referential metaphors, which formed the most common category in the data. We observed that every third metaphor described either student teachers’ personalities or their incompleteness as teachers, or new beginnings or eras. Although these aspects were expected, they also inform us as teacher educators of the values and ideals that student teachers have in terms of teaching and being a teacher. The metaphors that mathematics student teachers produced illustrated their identity processes and their emerging identity as a mathematics teacher.

• Rensaa, Ragnhild Johanne & Grevholm, Barbro (2017). To kvinnenettverk som forsvant. Tangenten - Tidsskrift for matematikkundervisning. ISSN 0802-8192. s. 17–23.
• Atweh, Bill; Rossi Becker, Joanne; Grevholm, Barbro; Knijnik, Gelsa; Martignon, Laura & Subramanian, Jayasree (2017). Equity in Mathematics Education (Including Gender). I Kaiser, Gabriele (Red.), Proceedings of the 13th International Congress on Mathematical Education ICME-13. Springer. ISSN 978-3-319-62596-6. s. 531–536. doi: 10.1007/978-3-319-62597-3_60.
• Rensaa, Ragnhild Johanne & Grevholm, Barbro (2017). A textbook in linear algebra - the use and views of engineering students. I Grevholm, Barbro (Red.), Mathematics textbooks, their content, use and influences. Research in Nordic and Baltic countries. Cappelen Damm Akademisk. ISSN 9788202566296. s. 447–470. Vis sammendrag

  Teachers and students in the Nordic and Baltic countries more commonly use mathematics textbooks than elsewhere. Thus, studies on textbooks are highly important in order to find ways to improve the quality of mathematics textbooks. The network on research on mathematics textbooks in the Nordic and Baltic countries has produced a number of such studies and several of them are reported in this book. The conclusions of the studies are of value for teachers, policy makers, curriculum creators, teacher educators, student teachers and for improving of the learning of mathematics at all levels of study. The authors are well-established researchers and academic teachers and well acquainted with mathematics teaching in school. Their work and reports build on both empirical experiences and scientific studies. What they present clearly shows that there is a great potential to improve mathematics textbooks and thus ease the learning of mathematics for pupils. The editor, Professor Emerita Barbro Grevholm at University of Agder and Kristianstad University, has worked with research on mathematics textbooks over several decades and been the leader of the Nordic network for research on mathematics textbooks over the years 2006-2016.

• Randahl, Mira & Grevholm, Barbro (2017). Learning opportunities offered by a classical calculus textbook. I Grevholm, Barbro (Red.), Mathematics textbooks, their content, use and influences. Research in Nordic and Baltic countries. Cappelen Damm Akademisk. ISSN 9788202566296. s. 423–446. Vis sammendrag

  Teachers and students in the Nordic and Baltic countries more commonly use mathematics textbooks than elsewhere. Thus, studies on textbooks are highly important in order to find ways to improve the quality of mathematics textbooks. The network on research on mathematics textbooks in the Nordic and Baltic countries has produced a number of such studies and several of them are reported in this book. The conclusions of the studies are of value for teachers, policy makers, curriculum creators, teacher educators, student teachers and for improving of the learning of mathematics at all levels of study. The authors are well-established researchers and academic teachers and well acquainted with mathematics teaching in school. Their work and reports build on both empirical experiences and scientific studies. What they present clearly shows that there is a great potential to improve mathematics textbooks and thus ease the learning of mathematics for pupils. The editor, Professor Emerita Barbro Grevholm at University of Agder and Kristianstad University, has worked with research on mathematics textbooks over several decades and been the leader of the Nordic network for research on mathematics textbooks over the years 2006-2016.

• Lepik, Madis; Grevholm, Barbro & Viholainen, Antti (2017). Using textbooks in the mathematics classroom - the teachers' view. I Grevholm, Barbro (Red.), Mathematics textbooks, their content, use and influences. Research in Nordic and Baltic countries. Cappelen Damm Akademisk. ISSN 9788202566296. s. 287–314. Vis sammendrag

  Teachers and students in the Nordic and Baltic countries more commonly use mathematics textbooks than elsewhere. Thus, studies on textbooks are highly important in order to find ways to improve the quality of mathematics textbooks. The network on research on mathematics textbooks in the Nordic and Baltic countries has produced a number of such studies and several of them are reported in this book. The conclusions of the studies are of value for teachers, policy makers, curriculum creators, teacher educators, student teachers and for improving of the learning of mathematics at all levels of study. The authors are well-established researchers and academic teachers and well acquainted with mathematics teaching in school. Their work and reports build on both empirical experiences and scientific studies. What they present clearly shows that there is a great potential to improve mathematics textbooks and thus ease the learning of mathematics for pupils. The editor, Professor Emerita Barbro Grevholm at University of Agder and Kristianstad University, has worked with research on mathematics textbooks over several decades and been the leader of the Nordic network for research on mathematics textbooks over the years 2006-2016.

• Grevholm, Barbro (2017). The network for research on mathematics textbooks, its birth, life and results. I Grevholm, Barbro (Red.), Mathematics textbooks, their content, use and influences. Research in Nordic and Baltic countries. Cappelen Damm Akademisk. ISSN 9788202566296. s. 21–38. Vis sammendrag

  Background about mathematics education - an inter-disciplinary subject Research on mathematics textbooks usually takes place within a wider area of research called didactics of mathematics or mathematics education. Mathematics education has developed substantially both as a field of knowledge and a scientific area during the last sixty years, with research themes of its own and specific development projects, professorships, scientific journals and conferences. Mathematics education or didactics of mathematics embraces all conditions of importance to teaching and learning in mathematics, including approaches to teaching. Further, the development of teaching and teacher education, children's development of mathematical concepts, curriculum development, development of teaching materials such as textbooks, ICT, concretes, the role of language, the influence of the teacher, social aspects, and attitudes to the subject and other issues are studied (Niss, 2001). The research field of mathematics education is mainly related to the subject areas mathematics and pedagogy (general education). Research in the area also uses methodology, ideas and results from other areas of subject, when this is relevant (for example history, psychology, sociology, ethnology, linguistics, and philosophy) (Niss, 2001; Wittmann, 1998; Biehler, Scholz, Strässer & Winkelmann, 1994). Criteria for evaluation of the quality of research in mathematics education were developed, and these criteria have been generally recognized (Nissen & Blomhøj, 1993; Sierpinska & Kilpatrick, 1998; Lester & Lambdin, 1998). Research results are published in journals with referee procedures, and are exchanged and discussed at regular research conferences such as ICME, ICMI Studies, CERME (arranged by the European Association for Research in Mathematics Education, ERME), PME (International Group for Psychology of Mathematics Education) and NORMA (Nordic conference in mathematics education, see below). In most countries, mathematics is regarded to be one of the subjects, which is necessary to master in order to be able to fully participate as a citizen in a democratic society with all its processes of decisions and selection of information. One of the reasons for the strengthening of the research area is that mathematics is a problematic subject to learn in school with large pupil groups. Other reasons are that society needs better recruitment to mathematics education programs and professions, which are mathematically intensive, that mathematics plays a more and more important role in our high technology society, and that teacher education in mathematics has a need for a more obvious foundation of research and more teacher educators with research experience. Some concern has also been devoted to gender issues and equity because fewer women than men choose to study mathematics at high levels, and a socio-economic bias in the recruitment of students exists. This concern relates also to mathematics textbooks as studies have shown that they often are biased (Areskoug & Grevholm, 1987ab; Grevholm & Hanna, 1995; Boaler, 2008).

• Grevholm, Barbro (2017). What is in this book? An introduction. I Grevholm, Barbro (Red.), Mathematics textbooks, their content, use and influences. Research in Nordic and Baltic countries. Cappelen Damm Akademisk. ISSN 9788202566296. s. 9–20. Vis sammendrag

  Introduction Mathematics textbooks and other learning resources have come into focus again at a time when there is an explosion of easily attainable material for teachers and pupils on the internet. There is frequent discussion about the quality and the possible learning potential of such resources. In this book, we present an introduction chapter and 21 papers written by members in the Network for research on mathematics textbooks in the Nordic and Baltic countries. The network was presented in Nomad some years ago (Grevholm, 2011) and has been in action since 2006, when it was created in a workshop organized by the Nordic Graduate School in Mathematics Education (Grevholm, 2006). Thus, the mathematics textbook, understood in the widest possible sense, is the focus of all the papers. The TIMSS study and other international comparative studies has underlined that in the Nordic and Baltic countries, the use of textbooks seems to be even more intense than in other parts of the world. Over the years, several of the members in the network have contributed with papers on mathematics textbooks to Nomad (Bjarnadottir, Lepik & Christiansen, 2013; Johansson, 2006; Kongelf, 2011; Randahl & Grevholm, 2010; Österholm, 2011) and the editors of Nomad have given us permission to reprint these papers. In this book, we are able to reprint also the eleven papers published in the thematic issue of Nomad in 2015. They are based on research studies that have been carried out mainly over the years 2011–2015, and written partly because of the financial support from NordForsk to the network. Five of the papers in the book were not published earlier. They have been prepared as carefully as all other papers, reviewed by at least two reviewers, revised and reviewed again and then edited. The papers reflect the fact that members of the network have been working on all possible research levels: master students, doctoral students, senior researchers and groups of researchers. The five Nordic and three Baltic countries have been involved in the network. Additionally, the network has since its beginning created international links and collaborated with international scholars. Dutch, English and German contributors reflected this cooperation in their papers, respectively.

• Rambø, Gro-Renee; Kristiansen, Aslaug; Berg, Claire Vaugelade; Grevholm, Barbro; Haraldstad, Åse & Hellang, Bente Velle [Vis alle 7 forfattere av denne artikkelen] (2015). Toward a More Sustainable Pre-service Teacher Education: A Study in Progress. I Johnsen, Hans Christian Garmann; Torjesen, Stina & Ennals, Richard (Red.), Higher Education in a Sustainable Society. Springer. ISSN 978-3-319-15918-8. s. 51–64. doi: 10.1007/978-3-319-15919-5_4.
• Berg, Claire Vaugelade; Grevholm, Barbro; Haraldstad, Åse; Hellang, Bente Velle; Håøy, Annbjørg & Kristiansen, Aslaug [Vis alle 7 forfattere av denne artikkelen] (2015). Toward a More Sustainable Pre-service Teacher Education: A Study in Progress. I Johnsen, Hans Christian Garmann; Torjesen, Stina & Ennals, Richard (Red.), Higher Education in a Sustainable Society. Springer. ISSN 978-3-319-15918-8. s. 51–64. doi: 10.1007/978-3-319-15919-5_4. Vis sammendrag

  Introduction This chapter presents some basic ideas and discussions in a currently running research project at the University of Agder, Norway. The project aims to develop a more holistic and sustainable teacher education by throwing light on present gaps, suggest bridges but also consider the gaps as resources for inquiry and new insights. The research group is interdisciplinary and consists of four research cases within the following discipline: Matematics education under the leadership of Claire Vaugelade Berg and Barbro Grevholm, Norwegian under the leadership of Bente Velle Hellang and Gro-Renèe Rambø and pedagogy running by Åse Haraldstad, Annbjørg Håøy and Aslaug Kristiansen.

• Rensaa, Ragnhild Johanne & Grevholm, Barbro (2015). A textbook in linear algebra - the use and views of engineering students. Nordisk matematikkdidaktikk. ISSN 1104-2176. 20(3-4), s. 223–245. Vis sammendrag

  This paper has a twofold aim. One is to analyse parts of a linear algebra textbook to seek for its relevance to engineering students. Another is to present an analysis of engineering students’ views about this textbook. Results from the textbook analysis indicate that characteristics like motivating examples and visual design of text and pictures may appeal to engineering students. This is confirmed by analysis of students’ views, showing that the textbook is appreciated, with examples as the most valued part. The textbook’s design with theory presented in small portions, often in examples using specific values to illustrate theoretical arguments, seems to be a success factor. Acknowledgement: We are grateful to NordForsk for funding the Network for research on mathematics textbooks in the Nordic countries, project number 45321, which created opportunities for us to elaborate this paper. We also thank the main reviewer of our paper for very helpful suggestions and comments.

• Grevholm, Barbro; Lepik, Madis & Viholainen, Antti (2015). Using textbooks in the mathematics classroom - the teachers' view. Nordisk matematikkdidaktikk. ISSN 1104-2176. 20(3-4), s. 129–156. Vis sammendrag

  Abstract Mathematics teachers’ self-reported practices of textbook use were investigated by a survey of more than 400 teachers in Estonia, Finland and Norway. Do they have different approaches in their use of textbooks and to what extent do they rely on textbooks in planning and preparing their lessons? What kinds of patterns characterize teachers’ practice when using textbooks in mathematics lessons? The answers to these questions indicate that in Estonia and Finland teachers have similar attitudes towards textbooks. They are responsible for the choice of book and the textbook has a strong effect on their didactical choices. In Norway the teachers are less dependent on the textbook. In Finland the textbook is the crucial resource for exercises while in Estonia and Norway teachers use other resources more often. The study reveals the limited use of the full potential of the textbook. Almost 45 % of the teachers use the textbook simply as an exercise book. As a result the pupils do not get the opportunity to fully exploit the book as a multifaceted learning resource. NorFa project number 45321

• Grevholm, Barbro (2014). Frågor om läroboken i matematik - vilka är de och finns det några svar? I Wallby, Karin; Dahlberg, Ulrika; Helenius, Ola; Häggström, Johan & Wallby, Anders (Red.), Matematikundervisning i praktiken. Nationellt centrum för matematikutbildning (NCM). ISSN 978-91-85143-24-5. s. 147–170. Vis sammendrag

  Vilka frågor är det som upptar lärares tankar när det gäller läroböcker i matematik i den digitala värld barn lever i idag? En liten vink om det kan vi få från en aktuell arbetssession som genomfördes vid PME37 i Kiel i slutet av juli 2013. Ett övergripande krav var att böckerna ska hjälpa eleverna att förstå matematiken. Rutininlärning och regelmatematik är inte tillräckligt. Vidare uttryckte lärarna osäkerhet om vilken utveckling som kommer att ske för läroboken nu när kompletterande resurser som räknare, datorer, internet, programvaror och ’appar’ produceras i en allt stridare ström. En rimlig bedömning är att läroboken kommer att bestå men i högre grad användas tillsammans med andra resurser för undervisningen. Väsentligt för elevernas lärande kommer att vara om böcker och andra resurser klarar att stimulera dem till samarbetet i lärandet. Aktiviteter och uppgifter som skapar inlärning under samarbete i motiverande former kommer att vara avgörande för vilka resultat eleverna når. I kapitlet diskuteras olika aspekter på läromedel i matematik och kompletterande resurser.

• Grevholm, Barbro (2014). Begrepp i kartor eller bublor? Nämnaren : tidskrift för matematikundervisning. ISSN 0348-2723. 41(2), s. 11–16. Vis sammendrag

  Begreppsförståelse är grundläggande för att elever ska erhålla ett gott matematikkunnande. Här beskriver författaren likheter och skillnader mellan tankekartor, begreppskartor och begreppsbubblor. Hon diskuterar också deras styrkor och svagheter samt hur de kan användas i undervisningen.

• Grevholm, Barbro (2014). Mathematical moments in a human life: Narratives on transformation. I Rezat, Sebastian; Hattermann, Mathias & Peter-Koop, Andrea (Red.), Transformation - a fundamental idea of mathematics education. Springer. ISSN 978-1-4614-3489-4. s. 107–125. doi: 10.1007/978-1-4614-3489-4_6. Vis sammendrag

  In this chapter a sequence of narratives will illustrate episodes that contribute to the creation of the mathematical perception in a human being. Each episode contributes to the transformation of the view of mathematics held by that person. Added life experiences of mathematics will be part of the formation of the mathematical identity of the person who goes through the experiences. The chapter presents episodes from the life of Lisa, such episodes that she herself considers important for the development of her mathematical identity.

• Lindberg, Lisbeth & Grevholm, Barbro (2013). Mathematics in VET programmes: The tensions associated with reforms in Sweden. International Journal of Training Research. ISSN 1448-0220. 11(2), s. 150–165. doi: 10.5172/ijtr.2013.11.2.150. Vis sammendrag

  In 2011, a new curriculum and set of school organisational structures were introduced in Sweden. One consequence is a much stronger separation of the theoretical and vocational programmes in the upper secondary school. The paper explores the nature of the changes that have occurred particularly in relation to mathematics studies, the background and the implications of these changes for teachers and students. Beliefs about what mathematics content the vocational students should be exposed to have differed over the years. Ideas have come from different groups such as policy makers, trade unions, syllabus writers, textbook authors, educators and others. These different views will be explored and located historically in building a case for how the mathematics curriculum might fruitfully progress. A review of a development project that investigated the previous reforms of 1994 will be presented to inform the discussion about the kinds of effects that these current changes may have on teachers and students. The implications of the new arrangements in mathematics and the implications of the reorganised upper secondary school into clearly divided tracks or pathways will be discussed using the following questions: In what ways will mathematics content differ in the new arrangements? What are the affordances and constraints in mathematics for VET students? What ‘tensions' do teachers in VET now face? The analysis is mainly based on document analysis and documented research studies.

• Ulovec, Andreas; Moraová, Hana; Favilli, Franco; Grevholm, Barbro; Novotná, Jarmila & Piccione, Maria (2013). Multiculturalism in theory and teachers' practice. I Novotná, Jarmila & Moraová, Hana (Red.), Proceedings : Tasks and tools in elementary mathematics :International Symposium Elementary Maths Teaching. Charles University, Faculty of Education. ISSN 978-80-7290-637-6. s. 322–330. Vis sammendrag

  The paper presents interim results of an international research study focusing on the issue of multiculturalism in mathematics education. A questionnaire was developed and administered in six European countries with the goal of mapping teachers’ experience with and opinions on teaching mathematics in multicultural classes. The paper presents analysis of answers in the six European countries and compares the differences in experience, opinions and needs of teachers in these countries. The contribution presents interim results gained from the Socrates Comenius 2.1 project: M3EaL – Multiculturalism, Migration, Mathematics Education and language 526333-LLP-1-2012-1-/T-COMENIUS-CMP. The members of the team are: F. Favilli, R. Peroni (CAFRE - Università di Pisa, Italy), A. Ulovec, A. Stachelberger, A. Brychta (Universität Wien, Austria), J. Novotná, H. Moraová, N. Vondrová (Univerzita Karlova v Praze, Czech Republic), M. Piccione, L. Doretti (Università di Siena, Italy), Ch. Stathopoulou, E. Gana (University of Thessaly, Greece), B. Grevholm, C. V. Berg (Universitetet i Agder, Norway), J.-F. Chesné, M.-H. Le Yaouanq, Y. Alvez (Université Paris EstCréteil - IUFM, France). E-mail address of F. Favilli: favilli@dm.unipi.it.

• Grevholm, Barbro & Löfwall, Stefan (2013). Noen generelle spørsmål. I Grevholm, Barbro (Red.), Matematikkundervisning 1-7. Cappelen Damm Akademisk. ISSN 9788202405458. s. 275–302. Vis sammendrag

  Oversettelse til norsk av Hilde Strömsnes av boken Lära och undervisa matematik från förskoleklassen till årskurs 7

• Grevholm, Barbro; Norén, Eva & Löfwall, Stefan (2013). Kommunikation og læring i matematikk. I Grevholm, Barbro (Red.), Matematikkundervisning 1-7. Cappelen Damm Akademisk. ISSN 9788202405458. s. 239–260. Vis sammendrag

  Oversettelse til norsk av Hilde Strömsnes av boken Lära och undervisa matematik från förskoleklassen till årskurs 7

• Grevholm, Barbro; Riesbeck, Eva & Taflin, Eva (2013). Å lære gjennom problemløsning. I Grevholm, Barbro (Red.), Matematikkundervisning 1-7. Cappelen Damm Akademisk. ISSN 9788202405458. s. 207–237. Vis sammendrag

  Oversettelse til norsk av Hilde Strömsnes av boken Lära och undervisa matematik från förskoleklassen till årskurs 7

• Grevholm, Barbro & Olofsson, Gunilla (2013). Statistikk og sannsynlighet. I Grevholm, Barbro (Red.), Matematikkundervisning 1-7. Cappelen Damm Akademisk. ISSN 9788202405458. s. 183–205. Vis sammendrag

  Oversettelse til norsk av Hilde Strömsnes av boken Lära och undervisa matematik från förskoleklassen till årskurs 7

• Grevholm, Barbro (2013). Rommet vi er i, og formene rundt oss. I Grevholm, Barbro (Red.), Matematikkundervisning 1-7. Cappelen Damm Akademisk. ISSN 9788202405458. s. 147–181. Vis sammendrag

  Oversettelse til norsk av Hilde Strömsnes av boken Lära och undervisa matematik från förskoleklassen till årskurs 7

• Grevholm, Barbro; Persson, Lars-Erik & Persson, Elisabeth (2013). Hva er matematikk? I Grevholm, Barbro (Red.), Matematikkundervisning 1-7. Cappelen Damm Akademisk. ISSN 9788202405458. s. 31–51. Vis sammendrag

  Oversettelse til norsk av Hilde Strömsnes av boken Lära och undervisa matematik från förskoleklassen till årskurs 7

• Grevholm, Barbro (2013). Å bli en kompetent matematikklærer. I Grevholm, Barbro (Red.), Matematikkundervisning 1-7. Cappelen Damm Akademisk. ISSN 9788202405458. s. 17–28. Vis sammendrag

  Oversettelse til norsk av Hilde Strömsnes av boken Lära och undervisa matematik från förskoleklassen till årskurs 7

• Grevholm, Barbro (2013). Bokens formål. I Grevholm, Barbro (Red.), Matematikkundervisning 1-7. Cappelen Damm Akademisk. ISSN 9788202405458. s. 11–16. Vis sammendrag

  Oversettelse til norsk av Hilde Strömsnes av boken Lära och undervisa matematik från förskoleklassen till årskurs 7

• Juter, Kristina & Grevholm, Barbro (2013). Limits and infinity : a study of university students' performance revisited, Nordic research in didactics of mathematics: Past, present and future. Cappelen Damm Akademisk. ISSN 978-82-02-39348-9. s. 282–298. Vis sammendrag

  Students’ work with limits of functions includes the concept of infinity. These concepts are complex but necessary for mathematics studies. A study of student solutions to limit tasks was conducted to reveal how students handled limits of functions and infinity at a Swedish university. As a background to the students’ and teachers’ situations we have also analysed textbooks and curricula. One result is that many students were unable to handle limits correctly. Some students gave correct answers with incorrect explanations to tasks. Textbooks used at upper secondary schools do not provide much theory or tasks about limits and infinity, so most students new to university do not have a well developed image of these concepts.

• Grevholm, Barbro (2013). What is it all about - Nordic research in didactics of mathematics? Nordic research in didactics of mathematics: Past, present and future. Cappelen Damm Akademisk. ISSN 978-82-02-39348-9. s. 28–40.
• Grevholm, Barbro (2013). Kvinnors röst i matematiken -en fråga om jämställdhet. I Stousland, Hanne & Witsø, Hilde (Red.), Likestilling 2013. Kunnskap og innovasjon på Agder. Portal forlag. ISSN 978-82-92712-77-1. s. 164–182.
• Rensaa, Ragnhild Johanne & Grevholm, Barbro (2012). Engineers into teachers of mathematics: What challenges are there? I Gunnarsdottir, Gudny Helga; Hreinsdottir, Freyja; Pálsdóttir, Guðbjörg; Hannula, Markku; Hannula-Sormunen, Minna; Jablonka, Eva; Jankvist, Uffe Thomas; Ryve, Andreas; Valero, Paola & Wæge, Kjersti (Red.), Proceedings of NORMA 11 The Sixth Nordic Conference on Mathematics Education. University of Iceland Press. ISSN 978-9979-54-965-9. s. 523–532.
• Grevholm, Barbro & Löfwall, Stefan (2012). Några övergripande frågor. I Grevholm, Barbro (Red.), Lära och undervisa matematik från förskoleklass till åk 6. Norstedts Förlag. ISSN 978-91-1-303497-3. s. 279–291.
• Grevholm, Barbro; Norén, Eva & Löfwall, Stefan (2012). Kommunikation och lärande i matematik. I Grevholm, Barbro (Red.), Lära och undervisa matematik från förskoleklass till åk 6. Norstedts Förlag. ISSN 978-91-1-303497-3. s. 235–256.
• Grevholm, Barbro; Riesbeck, Eva & Taflin, Eva (2012). Matematik genom problemlösning. I Grevholm, Barbro (Red.), Lära och undervisa matematik från förskoleklass till åk 6. Norstedts Förlag. ISSN 978-91-1-303497-3. s. 205–234.
• Grevholm, Barbro & Olofsson, Gunilla (2012). Statistik och sannolikhet. I Grevholm, Barbro (Red.), Lära och undervisa matematik från förskoleklass till åk 6. Norstedts Förlag. ISSN 978-91-1-303497-3. s. 181–203.
• Grevholm, Barbro (2012). Rummet vi finns i och formerna omkring oss. I Grevholm, Barbro (Red.), Lära och undervisa matematik från förskoleklass till åk 6. Norstedts Förlag. ISSN 978-91-1-303497-3. s. 145–180.
• Grevholm, Barbro & Persson, Lars-Erik (2012). Vad är matematik? I Grevholm, Barbro (Red.), Lära och undervisa matematik från förskoleklass till åk 6. Norstedts Förlag. ISSN 978-91-1-303497-3. s. 31–51.
• Grevholm, Barbro (2012). Att bli en kompetent matematiklärare. I Grevholm, Barbro (Red.), Lära och undervisa matematik från förskoleklass till åk 6. Norstedts Förlag. ISSN 978-91-1-303497-3. s. 17–29.
• Grevholm, Barbro (2012). Avsikten med boken. I Grevholm, Barbro (Red.), Lära och undervisa matematik från förskoleklass till åk 6. Norstedts Förlag. ISSN 978-91-1-303497-3. s. 11–16.
• Grevholm, Barbro (2012). Internationella trender inom matematikdidaktisk forskning från ett nordisk perspektiv. Norsk pedagogisk tidsskrift. ISSN 0029-2052. 96(3), s. 185–197. Vis sammendrag

  Två internationella översiktsartiklar från 1979 och 2007 ger en grundläggande bild av trender som kan urskiljas i matematikdidaktisk forskning. Källorna från tiden 2007-11 är tidskrifterna Nomad och Journal of Mathematics Teacher Education. Forskningsfrågorna och problemområdena som studerats fanns i stort sett med redan på 1970-talet men åldersnivåerna omfattar numera allt från förskolan till vuxenstudier. Läraren och lärarutbildningen har varit i fokus i hög grad från sekelskiftet. Olika skolor inom forskningen går från att vara lokala till att bli kända globalt. Forskningen påverkar praktiken i klassrummen då forskarna arbetar nära och uthålligt tillsammans med lärare.

• Grevholm, Barbro (2011). Network for research on mathematics textbooks. Nordisk matematikkdidaktikk. ISSN 1104-2176. 16(4), s. 91–102. Vis sammendrag

  The Nordic network for research on mathematics textbooks consists of six groups of researchers and doctoral students from the Nordic and Baltic countries and a group of international scholars active in the research area. The groups belong to University of Agder and Sør-Trøndelag University College in Norway, Iceland University, Luleå University of Technology in Sweden, University of Oulu in Finland and Tallin University in Estonia. The aims of the network are multiple. The main aim is to increase the Nordic and Baltic collaboration in research on mathematics textbooks with implications for teachers teaching, students learning, and decisions by policymakers and publishing houses. In this way we aim for reaching better quality of ongoing and new studies and inspiring to comparative studies, longitudinal studies or replication studies to get broader evidence of the situation in the Nordic and Baltic countries. The network will support the master and doctoral studies and help students to finish in good ways through offering new opportunities to learn about research on mathematics textbooks. Another aim is to produce anthologies on research on textbooks suitable for teacher education and to publish in scientific journals and journals for teachers. Such publications will build on the collective knowledge and insights of all members in the network. We also intend to build up cooperation with publishing houses in order to offer research based evidence for authors about valuable features, content and structures for mathematics textbooks. We want to use the advantages of shared Nordic history and culture, values and structures of society, educational systems and traditions and language bridges. The network will create deeper cooperation among isolated researchers by organising research seminars and workshops, where joint work can be carried out. An important part of the work will be to disseminate knowledge about research on textbooks in order to improve textbooks for pupils' learning and teachers' teaching.

Se alle arbeider i Cristin

• Favilli, Franco; Grevholm, Barbro; Novotná, Jarmila; Ulovec, Andreas; Piccione, Maria & Gana, Eleni (2017). Multiculturalism, Migration, Mathematics Education and Language M3EaL Project (EU Life long learning programme) (DVD). Universita di Pisa - CAFRE. ISBN 9788894153408. 300 s. Vis sammendrag

  The project's main aim is to provide teacher educators and teacher with materials and teaching modules that allow them to adequately address the needs of their classes in terms of multicultural and language aspects in the teaching and learning of mathematics. This is particularly important for (but not restricted to) students from minority cultures (such as roma pupils) and students with a migrant background. The project materials should raise the awareness of teachers and students to the importance of culture and language in teaching/learning process, as well as in practical use in modules in the classroom have a positive effect on the teachers' attitude towards cultural differences be used to support the work of the teacher in the classroom - and not only in classrooms with minority or migrant students, but in all classrooms. The project main educational objectives are to show great attention to the language used to give proposals for didactic units for the mathematics classroom to facilitate interdisciplinary extensions and cultures to make all pupils more interested and motivated to learn mathematics to facilitate the appreciation of the positive aspects of different cultures to create favourable conditions for intercultural dialogue in the classroom to create an inclusive educational setting

• Grevholm, Barbro (2017). Mathematics textbooks, their content, use and influences. Research in Nordic and Baltic countries. Cappelen Damm Akademisk. ISBN 9788202566296. 514 s. Vis sammendrag

  Teachers and students in the Nordic and Baltic countries more commonly use mathematics textbooks than elsewhere. Thus, studies on textbooks are highly important in order to find ways to improve the quality of mathematics textbooks. The network on research on mathematics textbooks in the Nordic and Baltic countries has produced a number of such studies and several of them are reported in this book. The conclusions of the studies are of value for teachers, policy makers, curriculum creators, teacher educators, student teachers and for improving of the learning of mathematics at all levels of study. The authors are well-established researchers and academic teachers and well acquainted with mathematics teaching in school. Their work and reports build on both empirical experiences and scientific studies. What they present clearly shows that there is a great potential to improve mathematics textbooks and thus ease the learning of mathematics for pupils. The editor, Professor Emerita Barbro Grevholm at University of Agder and Kristianstad University, has worked with research on mathematics textbooks over several decades and been the leader of the Nordic network for research on mathematics textbooks over the years 2006-2016.

• Grevholm, Barbro (2013). Matematikkundervisning 1-7. Cappelen Damm Akademisk. ISBN 9788202405458. 314 s. Vis sammendrag

  Oversettelse til norsk av Hilde Strömsnes av boken Lära och undervisa matematik från förskoleklassen till årskurs 7

• Grevholm, Barbro (2013). Matematikk 1-7. Cappelen Damm Akademisk. ISBN 9788202405458. 308 s.
• Grevholm, Barbro; Hundeland, Per Sigurd; Juter, Kristina; Kislenko, Kirsti & Persson, Per-Eskil (2013). Nordic research in didactics of mathematics: Past, present and future. Cappelen Damm Akademisk. ISBN 978-82-02-39348-9. 545 s.
• Grevholm, Barbro (2012). Lära och undervisa matematik från förskoleklass till åk 6. Norstedts Förlag. ISBN 978-91-1-303497-3. 320 s.

Se alle arbeider i Cristin

• Grevholm, Barbro (2023). Anna Sierpinska död. Minnesord av Barbro Grevholm. Nordisk matematikkdidaktikk. ISSN 1104-2176. 28(3-4), s. 247–250. Vis sammendrag

  Anna Sierpinska var en av många internationella matematikdidaktiker som kom att betyda mycket för den nordiska matematikdidaktiska gemenskapen i dess uppbyggnadsskede. Hon verkade som gästprofessor vid Luleå tekniska universitet då professuren i matematik och lärande där var nyinrättad i början av 2000-talet. Anna åtog sig med glädje både att vara handledare eller mentor för doktorander, att vara examinator, att undervisa doktorander och att vara stöd för mindre erfarna matematikdidaktiker. Under sin tid i Luleå blev hon utnämnd till hedersdoktor vid Luleå tekniska universitet. Vid den tiden var Anna också huvudredaktör för tidskriften Educational Studies in Mathematics.

• Grevholm, Barbro (2020). Strövtåg: Åtta barn delar på nio kakor. Nämnaren : tidskrift för matematikundervisning. ISSN 0348-2723. 2(214), s. 11–14.
• Grevholm, Barbro & Portaankova-Koivisto, Päivi (2018). Prospective mathematics teachers’ self-referential metaphors as indicators of professional development . Vis sammendrag

  Ideals play a key role in a teacher students’ identity work. They form targets to strive for and a mirror for reflection. In this paper, we examine Finnish mathematics teacher students’ metaphors for the teacher’s role (N= 188). We used the Manual for the NorBa Project (Löfström, Poom-Valickis & Hannula, 2011), which is based on Beijaard’s, Verloop’s and Vermunt’s (2000) tripartition of teachers as subject matter experts, didactical experts, and pedagogical experts. We observed that every third metaphor described either teacher students’ personalities or their incompleteness as teachers, or new beginnings or eras. Although these aspects were expected, they also inform us as teacher educators of the values and ideals that teacher students have in terms of teaching and being a teacher. The use of metaphors illustrates the identity process of future teachers and the identity product that future teachers expect of a teacher.

• Grevholm, Barbro (2018). Metaphors used by Norwegian teachers for their professional work.
• Grevholm, Barbro (2017). Bokanmälan. Læringsvanskeligheter i matematik -hvordan kan de forstås og afhjælpes? Nordisk matematikkdidaktikk. ISSN 1104-2176. 22(4), s. 165–169. Vis sammendrag

  Bokanmälan. Niss, M. & Jankvist, U. T. (red.) (2017). Læringsvanskeligheder i matematik – hvordan kan de forstås og afhjælpes? Fredriksberg, Frydenlund. (160 s.) Den här boken är en efterföljare till boken ’Fra snublesten til byggesten. Matematikdidaktiske muligheder’, som anmäldes i Nomad 2016. Här får läsaren en kompletterande bild av vilka möjligheter som öppnar sig då gymnasielärare i matematik genomgår en forskningsbaserad utbildning, i syfte att bättre kunna hjälpa elever med inlärningsproblem. Redaktörerna skriver att syftet med boken i hög grad är att inspirera lärares och handledares praktik genom att presentera vad utbildade ’matematikveiledere’ och matematiklärare gjort och tänkt baserat på forskningsmässiga grunder. Boken består av en inledning, där redaktörerna beskriver bokens bakgrund och ger korta sammandrag av de sex kapitel, skrivna av kursdeltagarna, som därefter följer.

• Grevholm, Barbro (2017). Preface. I Grevholm, Barbro (Red.), Mathematics textbooks, their content, use and influences. Research in Nordic and Baltic countries. Cappelen Damm Akademisk. ISSN 9788202566296. s. 7–7. Vis sammendrag

  In this book, we offer a selection of papers written by members of the network for research on mathematics textbooks in the Nordic and Baltic countries. The network was founded in May 2006 in a workshop for textbooks research organized by NoGSME, the Nordic Graduate School in Mathematics Education, situated at University of Agder in Norway. NoGSME existed during 2004 to 2009 thanks to funding from NordForsk. But the network on textbooks research continued its activities and in 2011 NordForsk generously gave network support for another three years. In December 2015, a thematic issue of the journal Nordic Studies in Mathematics Education (Nomad) was published and it contained 11 scientific papers produced by members of the network. Already over the years 2006 and onwards, several members of the network had published a number of papers about research on mathematics textbooks in Nomad. Now we have been able to gather all these papers in one volume that will offer an overview of the research carried out in the Nordic and Baltic countries on mathematics textbooks in wide sense. There are many persons worthy a thank you for contributing to this work. First, thank you to all the members of the network for sharing their research, being active in the network and the writing of the papers, including reviewing papers of others. A warm thank you goes to NordForsk for funding first the NoGSME and then the network. The Faculty of Engineering and Science at University of Agder is given many thanks for hosting the NoGSME and the Nordic network and together with NordForsk generously supporting the editing and printing of this book. Many thanks also to the journal Nordic Studies in Mathematics Education for being open to papers about textbooks research and for allowing us to reprint the earlier papers on textbooks research. We also thank all those international researchers who over the years 2006 to 2016 took time to visit the network and give inspiring lectures to us. As textbooks play such an important role in mathematics teaching and learning, we are sure this kind of studies are needed and that the results can help in improving the quality of learning resources for pupils and teaching resources for teachers. We hope the book can form a basis and starting point for many studies in the future about mathematics textbooks and other resources. Lund, Ascension Day 2017 Barbro Grevholm

• Grevholm, Barbro (2017). Matematiklärares utveckling av professionell identitet. Vis sammendrag

  Matematiklärares utveckling av professionell identitet Den longitudinella forskningsstudie av blivande lärares begreppsutveckling i matematik och matematikdidaktik som jag genomförde vid Högskolan i Kristianstad under åren 1996 till 2004 innehöll en lång rad olika delstudier. Data insamlades på många olika sätt genom tester, frågeformulär, intervjuer, begreppskartor, observationer, videoinspelningar, berättelser, tentamenssvar, klassrumsbesök och brev. Analys av data genomfördes också på en lång rad olika sätt. De många olika delarna av studien kunde sammanställas till en modell i form av en begreppskarta som framställer lärarutbildningen som en utveckling av lärarens professionella identitet. Kartan visar fem olika huvudkomponenter eller element som ingår i modellen och hur de berör varandra och var de har sina rötter i lärarens utveckling. Jag kommer att ge exempel på hur data i studien har illustrerat delar i PI-modellen.

• Grevholm, Barbro (2016). Thematic afternoon - Germany Critical friends response. Vis sammendrag

  See http://www.icme13.org/files/ppt/Germany_3rdhour_postICME.pdf where the ppt linked to the presentations is available

• Grevholm, Barbro; Atweh, Bill; Rossi Becker, Joanne & Subramanian, Jayasree (2016). A Discussion Paper on the State of Research on Equity in Mathematics Education and Arising Challenges. Vis sammendrag

  The Topic Study Group 33 at ICME-13 (TSG33) provides a venue for discussion by researchers and practitioners from different countries who are passionate about issues of equity and are working in their particular settings toward achieving the goal of mathematics for all. While the equity agenda has changed over the last few ICME conferences, we envision this TSG as an all-encompassing group in which we can discuss issues that traditionally have been included under labels such as inclusive education or diversity as well as equity and social justice. Certainly variations exist among countries in the terms used and the categories pertinent to the local educational setting. Indeed, our understanding of the complexity of issues related to opportunity to learn, participation in, and achievement in mathematics have also changed as new theoretical models have informed our collective work.

• Grevholm, Barbro (2016). Bokanmälan. Fra snublesten til byggesten. Matematikdidaktiska muligheter. Nordisk matematikkdidaktikk. ISSN 1104-2176. 21(2), s. 89–95. Vis sammendrag

  Bokens bakgrund Denna lilla bok, som är skriven på danska, omfattar 124 sidor och innehåller en inledning av de båda redaktörerna, följd av sex kapitel som är skrivna av danska matematik-lärare i gymnasiet. Boken är mycket viktig eftersom den visar på en möjlighet att överbrygga klyftan mellan matematiklärare och forskare i matematikdidaktik samt att föra ut forskningens resultat i skolans praktik. Det sker genom att skapa möjligheter för lärare att tolka forskningens resultat för att låta elever som lär matematik få nytta av forskningen. Det är ett av de främsta målen med matematikdidaktisk forskning. I inledningen förklaras att bokens titel vill markera kärnan i den verksamhet den bygger på, det vill säga sökandet efter vad de specifika problemen för lärande i gymnasiematematiken består i och hur de kan vändas till att skapa byggstenar för att nå en positiv utveckling av elevers lärande. Boken har blivit till i samband med en ny utbildning av så kallade ’matematikveiledere’ i gymnasiet, lärare som ska ha speciella möjligheter att kartlägga elevers problem och söka avhjälpa dem med hjälp av de kunskaper vi fått från senare tiders forskning i matematikdidaktik. Utbildningen har stöttats av Den Europeiska Socialfonden genom STARprojektet. Själva utbildningen som sådan har beskrivits av redaktörerna i en artikel i Educational Studies of Mathematics (Jankvist & Niss, 2015), och beskrivs inte explicit i boken. Alla författarna i övrigt är lärare som genomgått utbildningen i den första kullen av deltagare. Ett led i utbildningen var att skriva rapporter om sina observationer och designen av de åtgärder som genomfördes med eleverna. Dessa rapporter har legat till grund för kapitlen i boken.

• Grevholm, Barbro & Rensaa, Ragnhild Johanne (2016). INTERVENTIONS FOR EQUALITY – THEIR CREATION, LIFE AND DEATH. WHAT CAN WE LEARN FROM THEM? Vis sammendrag

  Although the Nordic countries are considered to have come far along the road to equity in society it is often observed that there is still a gender gap in participation, treatment, visibility and appreciation of women and men in society as well as in mathematics education. In this paper we discuss the use of interventions to encourage work for gender equity in mathematics and specifically explore in two cases how an intervention is created, develops and dies. A philosophy of critical mathematics education serves as a theoretical framework for interpreting the intervention projects. Criteria for evaluating intervention projects will be used in the discussion of the effects of the interventions. We present and analyze the two interventions in order to explore the effects of them and illuminate why their destinies were to die. Finally we discuss what conclusions can be inferred from these two exemplary interventions.

• Grevholm, Barbro & Glasnovic, Dubravka (2015). Iskustva iz nordijskih zemalja: intervju s prof. dr. sc. Barbro Grevholm. [Fagblad]. matematika i skola. Vis sammendrag

  Interview in English made by Dubravka Glasnovic about research and research education in mathematics education in the Nordic countries. Professor Barbro Grevholm is interviewed. Published in a journal for mathematics in school i Croatia.

• Grevholm, Barbro (2015). Finger multiplication (final report). Vis sammendrag

  INTRODUCTION The following teaching unit is part of the multilateral project M³EaL: Multiculturalism, Migration, Mathematics Education and Language (526333-LLP-1-2012-1-IT-COMENIUS-CMP). The area of study in the unit is Multiplication from different approaches (history, culture, traditions, use of tools and books), the use of concrete tools in calculations, the use of early algebra for formulation of rules for multiplication and for proving mathematical results, different ways of proving in mathematics and mathematical reasoning. See website http://m3eal.dm.unipi.it/index.php/no/

• Grevholm, Barbro (2015). Inquiry based mathematics teacher education - part of life long learning. Vis sammendrag

  The project aims at enhancing student teachers’ content knowledge and didactical knowledge for becoming an excellent teacher. The data collection consists of questionnaires, interviews and research-based essays written by the student teachers. The project is now in the second phase where we as teacher educators also address the use of ICT in mathematics teaching. Additionally we are conducting a longitudinal study in order to trace the impact of the IBMTE project on student teachers’ professional development. The project was initiated by Barbro Grevholm and the instituteleader in 2005 in order to get research based teacher education, which is demanded by the curriculum. Barbro Grevholm applied for financial support from the teacher education and we got it, now repeated four times. In 2013 also teacher educators in pedagogy and Norwegian were involved in a larger cooperative plan for a sustainable teacher education. The project is financed by University of Agder.

• Grevholm, Barbro (2015). How to plan and write a scientific paper for a journal. Vis sammendrag

  What are the demands? Decide about the topic Collect your background material Choose a suitable journal Learn about the conditions for that journal Approach the editor for inquiry Write your paper Let someone check the language Find critical friends to review it Refine it and send it to the journal

• Grevholm, Barbro (2015). Editorial Mathematics textbooks and other learning resources... Nordisk matematikkdidaktikk. ISSN 1104-2176. 20(3-4), s. 1–8. Vis sammendrag

  Mathematics textbooks and other learning resources have come into focus again in times when we see an explosion of easily attainable material for teachers and pupils on the internet. The quality and the possible learning potential of such resources are frequently debated. thematic issue of Nomad we present papers written by members in the Network for research on mathematics textbooks in the Nordic and Baltic countries. The network was presented in Nomad four years ago (Grevholm, 2011) and has been alive since 2006, when it was born in a workshop organized by the Nordic graduate school in mathematics education (Grevholm, 2006). Thus the mathematics textbook, understood in the widest possible sense, is the focus of all the papers. It has been underlined by TIMSS and other international comparative studies that in the Nordic and Baltic countries, the use of textbooks seems to be even more intense than in other parts of the world. Over the years several of the members in the network have contributed with papers on textbooks to Nomad (Bjarnadottir, Lepik & Christiansen, 2013; Jakobsson-Åhl, 2008; Johansson, 2006; Kongelf, 2011; Randahl & Grevholm, 2010; Österholm, 2011). In this thematic issue we are able to present several papers based on research studies that have been carried out over the years 2011–2015, partly as a consequence of financial support from NordForsk to the network. The papers reflect the fact that members of the network have been working on all possible research levels; master students, doctoral students, senior researchers and groups of researchers. The five Nordic and three Baltic countries have all been involved in the network. Additionally the network has since the beginning created international links and collaborated with international scholars. This is reflected in two of the papers by Dutch and German contributors, respectively. Guest editor for this thematic issue is professor emerita Barbro Grevholm, University of Agder and Kristianstad University.

• Grevholm, Barbro (2015). Recent research on mathematics textbooks in the Nordic and Baltic countries. Vis sammendrag

  Recent research on mathematics textbooks in the Nordic and Baltic countries will be presented in the seminar. Some of the findings from the network will be discussed: • There is still a huge interest for comparative studies and content analysis studies at all levels of the educational system. • The range of questions posed in the studies seems to grow and expand. • We rarely find studies that are directly building on earlier studies, thus a clear continuation is missing. There are no replication studies or longitudinal studies. • Some conclusions indicate that it would be important for teachers to know more about curriculum and textbooks studies. • Although the range of curriculum material is growing, especially with digital resources there are rarely studies where printed textbooks are seen in combination with digital resources. • An agreed agenda for international textbooks research seems to be missing.

• Kudzma, Ricardas; Zukas, Saulius & Grevholm, Barbro (2014). ANALYSING MATHEMATICAL TEXTBOOKS WITH PARTS OF GREIMAS’ SEMIOTIC THEORY (Workshop). Vis sammendrag

  In the workshop participants will be guided about and given the opportunity to use Greimas’ semiotics theory in order to analyse short texts from a narrative perspective. Examples of text from textbooks for year 5 on negative numbers will be provided and after a common introduction into the theory, analyses will be carried out in smaller groups. The textbooks are chosen from Sweden and Lithuania (and will be shown translated to English). In the guiding introduction we will consider the four phases of the narrative level of the theory: manipulation, competence, performance and sanction. Greimas, who lived 1917 to 1992, was the master of the Paris school of semiotics. He investigated what produces meaning in a text. He developed a quite general theory, mainly consisting of the semiotic square, and the narrative grammar, which allows the analysis of texts of any genre. Kudžma has applied Greimas’ theory for analysis of mathematical texts since 2005. Also master students in Lithuania have used this theory for analysis of mathematical texts. When a group of Nordic and Baltic mathematics education researchers applied the theory to the introduction of negative number they were surprised to find that in some cases the text did not contain any problem or a question. Additionally the way to narrate the introduction of negative numbers was different in the books with some starting from an equation and others from daily life situations like measuring temperature, water level or from economic terms like debt. In the workshop participants will discuss and share experiences from the interpretations and use of the narrative level of the theory.

• Grevholm, Barbro (2014). The Nordic network for research on mathematics textbooks - eight years of research. Vis sammendrag

  The Nordic Graduate School in Mathematics Education (NoGSME) organised a workshop in 2006 on research on mathematics textbooks. The researchers present created an informal network, which functioned as a supporting and inspiring group for the members. Among other things the network arranged a Discussion group on research on mathematics textbooks in PME 30 in Prague, 2006. Another event that members initiated and took part in was a Symposium on Mathematics textbooks, mathematical tasks and pupils’ identity: An international perspective in ECER in 2008, which took place in Gothenburg. A number of master and doctoral students were supported on a voluntary basis by researchers in the network and could get advice and reading suggestions as a kind of informal supervision. Joint papers were prepared, intended for a book and a special issue of Nomad. Since 2011 and for three years NordForsk has been financing the network (see http://textbookstudy.wordpress.com). Opportunities were thus opened for more regular meetings and activities like seminars and workshops, and deeper collaboration among members could be developed. In the presentation I will give examples of scientific work done by members in the network and elaborate on some of the publications produced over the eight years the network existed. Presented work is created at all levels, master, doctoral, postgraduate and senior researcher level. Key words: Nordic network, mathematics textbook research, informal supervision, collegial support, research groups.

• Grevholm, Barbro (2014). The Nordic Network for research on mathematics textbooks, eight years of experience. Vis sammendrag

  There is a clear intention that this network of researchers will be a long-lasting cooperation in research and interventions on mathematics textbooks in a wider sense. The importance of such a network is evident as the researchers are rather few and isolated in their home environments. The need for studies on textbooks is obvious because of the lack of such studies in the Nordic countries and the high importance of textbooks in just the Nordic countries (Valverde et al, 2002). The synergy effects will be of value if there is a greater opportunity to collaborate under good conditions. Our vision is that the deeper collaboration will enable us to carry out and produce important research projects based on our collective knowledge and insight in the area of textbooks research.

• Grevholm, Barbro (2014). Mathematics textbooks and their use in Norway.
• Grevholm, Barbro (2014). Recent development in the Nordic network for research on mathematics textbooks.
• Grevholm, Barbro (2014). An overview of recent research on mathematics textbooks in the Nordic and Baltic countries. Vis sammendrag

  What can we notice from studies on mathematics textbooks? There is still a huge interest for comparative studies and content analysis studies at all levels of the educational system. The range of questions posed in the studies seems to grow and expand. We rarely find studies that are directly building on earlier studies, thus a clear continuation is missing. There are no replication studies or longitudinal studies. Some conclusions indicate that it would be important for teachers to know more about curriculum and textbooks studies. Although the range of curriculum material is growing, especially with digital resources there is rarely studies where printed textbooks are seen in combination with digital resources. An agreed agenda for international textbooks research seems to be missing.

• Grevholm, Barbro (2014). Strövtåg: Ingen i hela Sverige kom på att det var arean. Nämnaren : tidskrift för matematikundervisning. ISSN 0348-2723. 41(4), s. 29–31.
• Grevholm, Barbro (2014). M3EaL - an EU-project on multiculturalism, migration, mathematics education and language.
• Grevholm, Barbro (2013). The situation for mathematics textbooks research.
• Grevholm, Barbro (2013). Understanding and explanations in mathematics education - an example of researchers view.
• Grevholm, Barbro; Rezat, Sebastian & Fan, Lianghuo (2013). MATHEMATICS TEXTBOOKS RESEARCH CONTINUED. I Lindmeier, Anke & Heinze, Aiso (Red.), Proceedings of the 37th Conference of the International Group for the Psychology of Mathematics Education: Mathematics learning across the life span. PME. ISSN 978-3-89088-288-8. s. 227–227.
• Grevholm, Barbro (2013). Mathematics textbooks research continued and special issue of Nomad.
• Grevholm, Barbro (2013). Bærekraftig lærerutdanning i matematikk.
• Grevholm, Barbro (2013). Mathematics textbooks research continued Working session at PME37. Vis sammendrag

  PROGRAMME OF WORKING SESSION AT PME37 MATHEMATICS TEXTBOOKS RESEARCH CONTINUED Barbro Grevholm Lianghuo Fan Sebastian Rezat University of Agder University of Southampton University of Paderborn Textbooks in its widest sense are the most frequent tools in mathematics teaching and must be considered influential. The working session deals with the issue. Session 1 Monday 29th of July, 13.30-15.00 Session 2 Wednesday 31st of July 11.20-12.50 Session 1: The focus of session 1 is on different theoretical frameworks and methods that have been used in textbook research. Introduction by B. Grevholm: Background to the WS and the Nordic network. The NoGSME network from 2006 and PME30 DG in 2006, following work. Doctoral students. Aim of the working session and presentation of one theoretical framework related to the TIMSS framework. Presentation by S. Rezat A second theoretical framework. Work in smaller groups. Participants in the Working Session will compare and evaluate some of the most used theoretical frameworks for textbook research in order to produce advice for the use of frameworks. Factors that influence textbooks and factors influenced by textbooks will be explored as well as their links and connections. What factors have been emphasised so far and what factors are missing in research? What are the similarities and differences of the different frameworks and which of them can be used in what situation? What are the most characteristic methods used and how can they be developed? Summary of outcome from session 1 Session 2: The overall goal of the Working Session is to outline future directions and to develop a research agenda for textbook research. Presentation of short summary from session 1. The aim of session 2. Presentation by L. Fan A third theoretical framework for research on mathematics textbooks and the questions from the paper at ICSMT. Panel debate: Susanne Prediger, Rudolf Strässer, LF, SR and BG. Discussion and arguments from panel and the audience. The focus of session two is on future directions of textbook research. What reasons are there to believe that textbook research has opportunities to influence the development of new textbooks? What could justify further efforts to make textbook research more efficient and influential? Could we start from a prepared draft research agenda? Specific questions: What is the influence of cultural aspects? Are new demands coming up because of the multicultural classrooms in many countries? Are textbooks research based? (What other questions might we want to add?) Summary of the two sessions.

• Berg, Claire Marie J D V & Grevholm, Barbro (2012). Design and implementation of inquiry tasks in a research based teacher education: For a sustainable education and life-long learning for mathematics teachers. Vis sammendrag

  With the aim to create a sustainable teacher education a course was developed based on inquiry tasks in a research based teacher education programme. The use of research was intended as a tool for overcoming the gap between theory and practice. The use of inquiry aimed at creating awareness in the students for the need of life-long learning. We report from the three first cycles of designing, implementing and researching the task in this course.

• Grevholm, Barbro (2012). The aim and purpose of the Nordic network for research on mathematics textbooks and what we have done so far.
• Grevholm, Barbro (2012). Methodologies in research on mathematics textbooks - an overview and some examples.
• Grevholm, Barbro (2012). Matematikk på jobb og kunst i fritiden Intervju i Teknisk ukeblad 2612 sidan 129. [Avis]. Teknisk ukeblad.
• Grevholm, Barbro (2012). Tale ved avslutningen av årsfesten 2010. I Hanisch, Thor Einar (Red.), Agder Vitenskapsakademi. Årbok 2011. Portal forlag. ISSN 978-82-92712-69-6. s. 271–271.
• Berg, Claire Marie J D V & Grevholm, Barbro (2012). Use of an inquiry-based model in pre-service teacher education: Investigating the gap between theory and practice in mathematics education. Vis sammendrag

  Paper published at http://www.icme12.org/sub/tsg/tsgload.asp?tsgNo=26 Abstract The gap between theory and practice in mathematics education is studied in a project based on a model using inquiry as a tool in pre-service education. Inquiry is used on three levels: in mathematical tasks as the student engages with them, in the developmental process of planning for their teaching during the practice period, and in their own development as pre-service mathematics teachers. Research-based interventions and their impact made during teaching are studied with the used of questionnaires, interviews and essay-writing by the students. In the paper results are given about what characterises students’ engagement with research literature and about how important the idea of inquiry is in the student teachers’ development.

• Grevholm, Barbro (2012). Matematiska strövtåg Religion, matematik och serier. Nämnaren : tidskrift för matematikundervisning. ISSN 0348-2723. s. 42–44.
• Grevholm, Barbro; Persson, Lars-Erik; Wall, Peter & Lundqvist, Josefin (2012). Ett mentorprojekt för gymnasieelever i Luleå. Nämnaren : tidskrift för matematikundervisning. ISSN 0348-2723. s. 33–37.
• Grevholm, Barbro (2012). På tal om tal kommer ut i en tredje upplaga. SMS-bulletinen. s. 5–7.
• Berg, Claire Marie J D V & Grevholm, Barbro (2012). Inquiry-based mathematics teacher education: preparing for life-long learning.
• Grevholm, Barbro (2012). Var ligger forskningsfronten i matematikdidaktik Ett försök till översikt av den matematikdidaktiska forskningen.
• Grevholm, Barbro (2012). Matematikdidaktisk forskning- ett praktiskt verktyg för dig som lärare?Hur ser forskningsfronten ut gällande matematikdidaktik?
• Grevholm, Barbro (2012). Speech at the Conferment Ceremony at Tallin University.
• Grevholm, Barbro (2012). Lära och undervisa matematik - en bok för lärarutbildningen och lärares kompetensutveckling.
• Grevholm, Barbro (2012). Two new master theses about mathematics textbooks, presentation and discussion.
• Grevholm, Barbro (2012). Lära och undervisa matematik - från förskoleklass till åk 6. En ny lärobok för lärarutbildningen.
• Rensaa, Ragnhild Johanne & Grevholm, Barbro (2011). Engineers into Teachers of Mathematics; What Challenges are there? Vis sammendrag

  In the present investigation earlier results about engineers apprehensions of mathematics mathematical competencies needed professional identity are hold together with experiences gained at two combined programmes; Sweden and Finland Aim: Analyse to obtain contributions to the design of our programme; how to adjust to the particular students The research question: What characterises existing combined engineering and teacher education programmes concerning elements of value for the design of a professional development programme for engineers to become teachers of mathematics? Particular focuses: Integration of mathematical and didactical aspects, Chosen content and valued competencies, Teaching and working forms, Assessment methods, Professional development of the teacher.

• Grevholm, Barbro (2011). Presentation of the Nordic network for research on mathematics textbooks. Vis sammendrag

  The network consists of about 25 researchers from University of Agder, Norway University of Oulu, Finland University of Iceland, Iceland Luleå University of Technology, Sweden University College of Sør-Trøndelag, Norway University of Tallin, Estonia and international partners in University of Giessen, Germany Freudenthal Institute, The Netherlands Open university, United Kingdom There is a clear intention that this network of researchers will be a long-lasting cooperation in research and interventions on mathematics textbooks in a wider sense. We are convinced that this is possible because the kernel of the new network is a network that was started in 2006 and has achieved to survive without extra resources and to be productive. The importance of such a network is evident as the researchers are rather few and isolated in their home environments. The need for studies on textbooks is obvious because of the lack of such studies in the Nordic countries and the high importance of textbooks in just the Nordic countries (Valverde et al, 2002). The synergy effects will be of value if there is a greater opportunity to collaborate under good conditions. Our vision is that the deeper collaboration will enable us to carry out and produce important research projects based on our collective knowledge and insight is the area of textbooks research.

• Grevholm, Barbro (2011). Network for research on mathematics textbooks in the Nordic countries. Vis sammendrag

  The aim of the network The main aim is to increase the Nordic and Baltic collaboration in research on mathematics textbooks with implications for teachers’ teaching, students’ learning, and decisions by policymakers and publishing houses. In this way we aim for reaching better quality of ongoing and new studies and inspiring to comparative studies, longitudinal studies or replication studies to get broader evidence of the situation in the Nordic and Baltic countries. The network will support the doctoral studies and help students to finish in good ways through offering new opportunities to learn about research on mathematics textbooks. Another aim is to produce anthologies on research on textbooks suitable for teacher education and to publish in scientific journals and journals for teachers. Such publications will build on the collective knowledge and insights of all members in the network. We also intend to build up cooperation with publishing houses in order to offer research based evidence for authors about valuable features, content and structures for mathematics textbooks. We want to use the advantages of shared Nordic history and culture, values and structures of society, educational systems and traditions and language bridges.

• Goodchild, Simon & Grevholm, Barbro (2011). Epistemology and mathematics education research.
• Grevholm, Barbro (2014). Rapport till NordForsk från Nordic Network for research on mathematics textbooks, 2011-2014. NordForsk.

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