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Berg, Claire Vaugelade
(2013).
Tasks in a mathematics course in vocational secondary school: Comments to Trude Sundtjønn.
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Berg, Claire Vaugelade
(2013).
Å undervise i matematikk: Hva er spesifikt for dette faget? Fokus på grunnskoletrinn 5-10.
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Berg, Claire Vaugelade
(2013).
Lærerstudenter som forskere: Hvilke muligheter and hvilke begrensninger?
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Berg, Claire Vaugelade
(2013).
Å undervise i matematikk: Hva er spesifikt for dette faget?
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Berg, Claire Vaugelade
(2013).
The main aspects of the Inquiry-based matheatics teacher education project (IBMTE project): preparing student teachers for life-long learning.
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Berg, Claire Vaugelade
(2013).
Enhancing mathematics student teachers' content knowledge: Conversion between semiotic representations.
Vis sammendrag
A developmental research project in mathematics teacher education is currently running at University of Agder. One of its aims is to enhance student teachers’ content knowledge and to develop awareness of the specificity of mathematics as a subject-matter. Results from the research presented in this paper show the nature of the difficulties student teachers meet as they engage with mathematical tasks addressing the transition between semiotic representation registers. Implications for teacher education programs are discussed.
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Berg, Claire Vaugelade
(2013).
Inquiry-based mathematics teacher education: preparing for life-long learning.
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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.
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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.
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Berg, Claire Marie J D V & Grevholm, Barbro
(2012).
Inquiry-based mathematics teacher education: preparing for life-long learning.
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Berg, Claire Marie J D V
(2012).
Tasks in the mathematics course in vocational secondary school: Comments to Trude Sundtjønn.
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Berg, Claire Marie J D V
(2012).
Théorie de l'Activité et Approche Documentaire: Etude de l'articulation entre deux approches théoriques.
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Berg, Claire Marie J D V
(2012).
Establishing a dialogue between different theoretical traditions: What kind of issues are at stake?
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Berg, Claire Marie J D V
(2012).
Le développement de la pensée algébrique au sein d'une communauté d'inquiry: Etude de la collaboration entre trois enseignants et un chercheur.
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Berg, Claire Marie J D V
(2012).
Conceptualiser la collaboration entre chercheurs et enseignants: Présentation et discussion de différents cadres théoriques.
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Berg, Claire Marie J D V
(2011).
But isn't it a function? The influence of engaging in a developmental research project on a mathematics teacher's instrumental genesis.
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Berg, Claire Marie J D V
(2011).
Adopting an inquiry approach to teaching practice: the case of a primary school teacher.
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Berg, Claire Marie J D V
(2011).
Designing tasks: what does it mean and what is the purpose?
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Berg, Claire V.
(2010).
Mathematics education as a design science: addressing the centrality of designing, implementing and analysing mathematical tasks.
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The workshop consists of two parts. In the first part an overview of research projects concerning task design and analysis is offered. Here references to several research projects will be given, both in the United States and in Europe, and the aim is to present "the state of the art" in this field. Emphasis is placed on the adopted theoretical frame. In the second part participants are invited to engage with some mathematical tasks. Then we build on the participants' reflections as a means to conduct an analysis of the presented tasks. Finally we try to link the results of our micro-analysis to the wider picture drawn during the first part of the workshop.
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Berg, Claire V.
(2010).
Addressing methodological issues in a PhD thesis: Looking back to my own experience.
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Berg, Claire V.
(2010).
Teaching Better Mathematics: Et eksempel på praktisk anvendelse av teori i klasseromsforskning.
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Berg, Claire V.
(2010).
From designing to implementing mathematical tasks: Getting insights into the collaboration between teachers and researchers.
Vis sammendrag
During the presentation I offer insights into my current research concerning the collaboration between in-service teachers from primary and lower secondary school and researchers from University i Agder. This collaboration is organised around workshops where both teachers and didacticians engage with mathematical tasks designed by the didacticians. In the presentation I emphasise the design, the use and the evaluation of mathematical tasks within the TBM project (Teaching Better Mathematics). Two templates are presented, one for designing and one for evaluating the implementation of mathematical tasks and, through looking at a particular task, it will be possible to explore the use of these templates. Implications for collaborative work between teachers and didacticians are presented and discussed.
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Berg, Claire V.
(2010).
Designing and evaluating mathematical tasks: Which tasks for what purposes?
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The title of my seminar is the following: Designing and evaluating mathematical tasks: which task for what purposes? During the seminar I offer insights into my current research concerning the design, the use and the evaluation of mathematical tasks within the TBM-project. My aim is to emphasise the link between the design process of mathematical tasks and the goals for which these are designed. A template for designing and another for evaluating mathematical tasks are presented and, through looking at a particular task, it will be possible to explore the use of these templates. The theoretical frame for the research is Activity Theory.
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Berg, Claire V. & Hundeland, Per Sigurd
(2010).
Algebra.
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Berg, Claire V.
(2009).
Designing mathematical tasks: for which purpose? Looking at specific tasks as examples.
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Berg, Claire V.
(2009).
Designing mathematical tasks: for which purpose?
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Berg, Claire V.
(2009).
What is the relation between algebra and algebraic thinking? and do we need symbols to think algebraically?
Vis sammendrag
In this presentation I offer insights emerging from my doctoral thesis related to the development of algebraic thinking within a community of inquiry. The community I studied consisted of three teachers from lower secondary school and a didactician from university (myself). In this presentation, I propose to focus and to investigate into the nature of algebraic thinking and its relation to algebra. The role played by algebraic symbolism is also emphasised. In order to illustrate my purpose, I present examples from my collaboration with the three teachers. In addition I explain briefly how my theoretical framework was elaborated according to the criteria of relevance and coherence and my methodological approach. Implications concerning the way algebra could be addressed in schools and at university level are presented and discussed.
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Berg, Claire V.
(2009).
The T-shirt task: Using a matheamtical task as a means to get insights into the nature of the collaboration between in-service teachers and researchers.
Vis sammendrag
During this session I present results of my current research concerning the collaboration between in-service teachers from primary and lower secondary school and researchers from a university. This collaboration is organised around workshops were both teachers and didacticians engage with mathematical tasks designed by the didacticians. More specifically I propose to follow a specific mathematical task from its elaboration by the didacticians to its implementation into the teaching practice of two teachers: one from grade 6, in primary school, and one from grade 8, in lower secondary school. The aim of this presentation is to show and explain the differences between the teachers? way of presenting the task to their pupils. Implications for collaborative work between teachers and didacticians are presented and discussed.
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Berg, Claire V.
(2009).
Overgang fra verksted til skolen: Hvordan implementerer lærere oppgaver introdusert i prosjektet?
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Berg, Claire V.
(2009).
The implications of educational research concerning learning in teachers' communities of inquiry Trial lecture for doctoral defense.
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Berg, Claire V.
(2009).
Funksjonsbegrepet: fra barnehage til videregående skole?
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Berg, Claire V.
(2009).
Engaging in a doctoral thesis: addressing central issues.
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Berg, Claire V.
(2009).
Teaching Better Mathematics: Presentation of the central ideas from the TBM project.
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Berg, Claire V.
(2009).
A contextualized approach to proof and proving in mathematics education : focus on the nature of mathematical tasks.
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This paper is related to my ongoing research concerning the possibility toenhance teachers? algebraic thinking through the creation and development of acommunity of inquiry. Here I argue for taking into consideration the way the ideaof proof is contextualized within a specific mathematical task. In particular, thisapproach to proof and proving opens for characterizing the nature of amathematical task by focusing on the kind of mathematical objects and the kind ofquestions which are involved in the task. Findings emerging from the analysis ofdata seem to indicate that this distinction might be useful for developing anunderstanding of the different ways the idea of proof is addressed throughdifferent tasks.
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Berg, Claire V.
(2008).
Algebra.
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Berg, Claire V.
(2008).
Hva er algebra? Forskjell mellom algebra og algebraisk tenkning.
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Berg, Claire V.
(2008).
How can mathematical thinking be characterised according to different theoretical approaches?
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Berg, Claire V.; Grevholm, Barbro & Johnsen, Veslemøy
(2006).
Forskning under lärarpraktik i matematik.
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Berg, Claire V.; Johnsen, Veslemøy & Grevholm, Barbro
(2006).
Student teachers' participation in a research project in mathematics education.
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Berg, Claire V.
(2004).
The Role of Learning Communities in Mathematics in the Introduction of Alternative Ways of Teaching Algebra.
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The purpose of this article is to address the main themes of my planned PhD thesis. It focuses on the roles of teachers in the teaching and learning of algebra. A five-levels developmental and analytical model is described with different layers of teachers' reflections emerging from this model. It is suggested that engaging teachers in this developmental model may increase awareness concerning the complexity of the teaching situation.
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Berg, Claire V.
(2002).
Evariste Galois and his first Memoir.
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This article gives an overview of my M.Sc. thesis about Evariste Galois and his first maniscript. In the first part, I will give a short resume of the life of Galois. The second part will concentrate on Galois' first Memoir and the reception of Galois' work after his death.
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Berg, Claire V.
(2009).
Developing algebraic thinking in a community of inquiry: Collaboration between three teachers and a didactician.
Universitetet i Agder.
ISSN 9788271176570.
Vis sammendrag
In this thesis I report from a study of the development of algebraic thinking of three teachers, from lower secondary school, and a didactician from a university in Norway (myself). The thesis offers an account of the relationship between the participants? development of algebraic thinking and the processes related to the creation and development of a community of inquiry. In addition, the thesis presents elements of the relationship between the teachers? development of algebraic thinking and their thinking in relation to their teaching practice. My theoretical framework was elaborated according to the criteria of relevance and coherence. In order to conceptualise the participants? development of algebraic thinking within the community of inquiry, I started from Wenger?s theory of community of practice and expanded it in order to include both the dimension of inquiry and Karpov?s ideas of cognitive and metacognitive mediation. Methodologically, I understand my study as a case study, within a developmental research paradigm, addressing the development of algebraic thinking within a community of inquiry consisting of three teachers and a didactician. The collaboration between the teachers and the didactician was organised through regular mathematical workshops, and interviews with each teacher both before and after classroom observations. During the workshops, the participants engaged with some mathematical tasks which were offered by the didactician. The results of this study indicate that the participants? development of algebraic thinking is deeply interwoven with the processes related to the creation and development of the community of inquiry. It seems that the participants? confidence in the community was developing gradually while the confidence in the subject-matter was related to the nature of the mathematical tasks with which the participants engaged. In addition, the study shows how the teachers engaged in a process of both looking critically into their own teaching practice as a consequence of their collaborative engagement within the community of inquiry, and of envisaging possible implications for their future teaching practice. Furthermore, I offer insights into my own development both as a didactician and as a researcher and how these relate to research outcomes. Overall, the thesis contributes to a better understanding of issues related to collaboration between in-service teachers and a didactician from a university, while focusing on the development of algebraic thinking. Implications are also suggested concerning the way algebra could be addressed in schools.
