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  • 151.
    Nygård Larsson, Pia
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för kultur, språk och medier (KSM). Malmö universitet, Disciplinary literacy and inclusive teaching.
    Semantiska vågor i klassrumsinteraktion: Språk- och kunskapsutvecklande samtal i ämnesundervisning2019Annet (Annet vitenskapelig)
    Abstract [sv]

    Ofta betonar man skillnaderna mellan dels vardagsspråk och skolspråk, dels muntlig och skriftlig kommunikation. Man brukar då framhäva hur utmanande ämnesspråk och skriftliga ämnestexter är för många elever. Denna artikel betonar att det handlar om gradskillnader snarare än motsatsförhållanden, och artikeln visar hur muntlig kommunikation kan användas som en didaktisk resurs, för elevers ämneslärande och språkutveckling. Artikeln har fokus på helklassamtal och gruppsamtal och ger fördjupande exempel från undervisning. Innehållet rör alla lärare och elever eftersom utvecklingen av ett kunskapsrelaterat språk är en generell utmaning i skolan. Arbetssätten som beskrivs i artikeln är till stor del generella och exemplen som ges är möjliga att modifiera inom ramen för olika skolämnen. Artikeln är inte minst relevant för lärare som undervisar elever som ännu inte har kommit så långt i sin skolspråksutveckling på svenska språket, och därför kan behöva särskild stöttning. Detta innefattar bland annat många nyanlända elever. 

    En av artikelns utgångspunkter är att språk- och kunskapsutveckling sker i progression genom skolåren, samtidigt som språkanvändning handlar om att i olika situationer och för olika ändamål ständigt röra sig fram och tillbaka mellan olika uttryckssätt och synsätt (Nygård Larsson, 2018). I artikeln presenteras först kortfattat några teoretiska modeller och därefter ges konkreta exempel på hur utforskande elevaktiviteter och gruppsamtal kan följas av helklassamtal, som sedan i sin tur fördjupas genom elevers läsning och skrivande av ämnesrelaterade skriftliga texter och uppgifter. I artikeln beskrivs också hur denna progression vävs samman med en ständig växling mellan innehållsliga dimensioner och uttryckssätt. Denna ständiga växling kan liknas vid vågrörelser, och artikeln illustrerar och exemplifierar hur detta kan användas som en didaktisk resurs och strategi.

    Fulltekst (pdf)
    fulltext
  • 152.
    Nygård Larsson, Pia
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för kultur, språk och medier (KSM). Malmö universitet, Disciplinary literacy and inclusive teaching.
    Språklärare i NO-undervisning? Ämneslitteracitet och integrerat kunskapsbyggande i språkligt heterogena klassrum2022Inngår i: Forskning om undervisning och lärande, ISSN 2000-9674, E-ISSN 2001-6131, Vol. 10, nr 2, s. 26-54Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [sv]

    Syftet med artikeln är att bidra med kunskap om hur ämnesspecifika kunskaper ochlitteraciteter i språkligt heterogena klassrum kan förstås och främjas. Artikeln presenterar analyser av hur en NO-lärare prövar arbetssätt för att arbeta med ämnesinnehåll,språk och text i årskurs 7. Därutöver presenteras analyser av ett textsamtal där ensvensklärare läser ett läroboksavsnitt med en elevgrupp i klassen. Materialet har främstinsamlats genom observationer samt bild- och ljudinspelningar, och har delvis tillkommitgenom en intervention i samarbete mellan NO-läraren och forskare. För att analysera,diskutera och problematisera resultatet används bland annat begreppet semantiskavågor. Resultaten bidrar till förståelsen av lärares arbete med att främja elevers ämneskunskaper och ämneslitteracitet. Artikeln exemplifierar och diskuterar möjligheter ochbegränsningar för ett engagerande och integrerat kunskapsbyggande i ämnesundervisningen och i samarbetet med andra lärarresurser

    Fulltekst (pdf)
    fulltext
  • 153.
    Nygård Larsson, Pia
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för kultur, språk och medier (KSM). Malmö universitet, Disciplinary literacy and inclusive teaching.
    “We’re talking about mobility”: Discourse strategies for promoting disciplinary knowledge and language in educational contexts2018Inngår i: Linguistics and Education, ISSN 0898-5898, E-ISSN 1873-1864, Vol. 48, s. 61-75Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Content area teachers have a crucial task in promoting students’ building of disciplinary knowledge and language. This paper explores, on an elaborated theoretical foundation, how subject-specific knowledge and discourse in educational contexts may be discerned and promoted. The study draws on data from an interdisciplinary design-based three-year research project. Teacher–student interaction in a lower secondary science classroom is examined, and findings from analyzed video-recorded data reveal the complex use of semiotic resources. The teacher seeks to promote student participation and raise awareness about scientific discourse. In this paper, the verbal teacher–student interaction is visualized and described, and the results display a dynamic language use, revealing how the discourse, in wavelike patterns, gradually moves towards dense nominalized expressions, aligned with the features of disciplinary discourse. The results contribute to the understanding of content area teachers’ discourse strategies when they seek to facilitate the development of disciplinary knowledge and language.

    Fulltekst (pdf)
    FULLTEXT01
  • 154.
    Nygård Larsson, Pia
    et al.
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för kultur, språk och medier (KSM). Malmö universitet, Disciplinary literacy and inclusive teaching.
    Jakobsson, Anders
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för kultur, språk och medier (KSM). Malmö universitet, Disciplinary literacy and inclusive teaching.
    Elevers samtal om en PISA-uppgift: Naturvetenskap i olika skolkontexter2019Inngår i: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 28, nr 3, s. 17-39Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Students’ discussions about a PISA task – science education in different school environments. In this article, we assume that discursive language aspects are highly intertwined with students’ knowledge building and learning in science. The article analyses students’ collaborative discussions about a PISA assignment in sci¬ence. We investigate the relation between students’ use of everyday and scientific discourses and analyse the extent to which the students’ use of these discourses have an impact on how they explain the scientific content and solve the tasks. The results indicate that students who are able to move between an everyday discourse and a scientific discourse seem to benefit from this, while students who entirely use a colloquial language or relate the content to everyday experiences become disadvantaged. Further, important general success factors seem to be the students’ abil¬ity to successfully discuss, explain and evaluate the science content with respect to subject-specific words, definitions and relations

    Fulltekst (pdf)
    FULLTEXT01
  • 155.
    Nygård Larsson, Pia
    et al.
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för kultur, språk och medier (KSM). Malmö universitet, Disciplinary literacy and inclusive teaching.
    Jakobsson, Anders
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för kultur, språk och medier (KSM). Malmö universitet, Disciplinary literacy and inclusive teaching.
    Meaning-Making in Science from the Perspective of Students’ Hybrid Language Use2019Inngår i: International Journal of Science and Mathematics Education, ISSN 1571-0068, E-ISSN 1573-1774, Vol. 18, nr 5, s. 811-830Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    In this article, we assume that discursive language aspects of science education are highly intertwined with students’ knowledge-building and meaning-making in science. In an empirical case study, we investigate secondary students’ (ages 15 to 16) discursive language use during group interactions. The focus is on how students define and explain the content within everyday or scientific discourses and how their negotiations may influence discussion outcomes. The results suggest that students who can move between everyday and scientific languages benefit from this exchange, while students who only use colloquial language or relate the content to everyday experiences become disadvantaged. Furthermore, important general success factors are students’ abilities to establish solid relationships between words, expressions, and scientific terms to discuss, explain, and evaluate the scientific content. The results show important differences in discursive use of language within various school environments.

    Fulltekst (pdf)
    FULLTEXT01
  • 156.
    Nygård Larsson, Pia
    et al.
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för kultur, språk och medier (KSM). Malmö universitet, Disciplinary literacy and inclusive teaching.
    Karlsson, Annika
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för naturvetenskap, matematik och samhälle (NMS). Malmö universitet, Disciplinary literacy and inclusive teaching.
    Svensson Källberg, Petra
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för naturvetenskap, matematik och samhälle (NMS). Malmö universitet, Disciplinary literacy and inclusive teaching.
    Spaces for multilingualism?: Multilingual approaches and activities in mathematics and science education2023Inngår i: TIM 2023: Book of Abstracts, 2023Konferansepaper (Annet vitenskapelig)
    Abstract [en]

    The project Spaces for multilingualism is founded by the Swedish Research Council (2022-2026). The purpose of the interdisciplinary project is to generate knowledge about the pedagogical potentials and limitations of multilingual practices in mathematics and science education. We specifically aim to explore and problematise how multilingual approaches and activities may promote mathematics and science teaching and learning in school years 4–9. The qualitative project is conducted by an interdisciplinary research team that integrates theories from educational research in didactics, sociology and linguistics, including translanguaging theories. The project’s four-year period comprises initial exploration of existing pedagogical practices, mainly through workshops with teachers, classroom observations and interviews with students and teachers, in four culturally and linguistically diverse schools. This explorative phase is followed by a two-year period of pedagogical interventions, in which teachers and researchers together design, carry out and analyse classroom interventions. The interventions involve exploring the pedagogical potentials and limitations for promoting multilingual resources for teaching and learning. Further, students’ identities as engaged learners of mathematics and science are explored. Our ambition is for the project to contribute with new and multifaceted knowledge on the complexity of teaching and learning in multilingual mathematics and science classrooms in mainstream compulsory schools in which the students have a variety of language backgrounds. The presentation will focus on the explorative phase of the study and the preliminary results from interviews with students and teachers as well as workshops in which teachers and researchers collaborated. We will also present the ongoing preparations for the interventional phase of the study.

  • 157.
    Nygård Larsson, Pia
    et al.
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för kultur, språk och medier (KSM). Malmö universitet, Disciplinary literacy and inclusive teaching.
    Olsson Jers, CeciliaMalmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för kultur, språk och medier (KSM).Persson, MagnusMalmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för kultur, språk och medier (KSM).
    Fjortonde nationella konferensen i svenska med didaktisk inriktning Didaktiska perspektiv på språk och litteratur i en globaliserad värld: Malmö 18–19 november 20202022Collection/Antologi (Fagfellevurdert)
    Fulltekst (pdf)
    fulltext
  • 158.
    Nygård Larsson, Pia
    et al.
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för kultur, språk och medier (KSM). Malmö universitet, Disciplinary literacy and inclusive teaching.
    Olsson Jers, Cecilia
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för kultur, språk och medier (KSM).
    Persson, Magnus
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för kultur, språk och medier (KSM).
    Förord2022Inngår i: Fjortonde nationella konferensen i svenska med didaktisk inriktning: Didaktiska perspektiv på språk och litteratur i en globaliserad värld : Malmö 18–19 november 2020 / [ed] Nygård Larsson, Pia; Olsson Jers, Cecilia; Persson, Magnus, Lund: Media-Tryck , 2022, s. 5-8Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 159.
    Nygård Larsson, Pia
    et al.
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för kultur, språk och medier (KSM). Malmö universitet, Disciplinary literacy and inclusive teaching.
    Svensson Källberg, Petra
    Karlsson, Annika
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för kultur, språk och medier (KSM). Malmö universitet, Disciplinary literacy and inclusive teaching.
    Educational inclusion and social cohesion: the diversity of contemporary pedagogy2019Konferansepaper (Annet vitenskapelig)
    Abstract [en]

    The 2019 GEM Report (Migration, displacement and education: building bridges, not walls) underscores the opportunities of ensuring that migrants have access to quality education in inclusive societies. By law, the Swedish educational system quite strongly supports immigrant education. On the other hand, problems with implementation and processes of social and discursive exclusion are major challenges that may lead to segregation and counteract educational inclusion and social cohesion. Various intercultural and linguistic approaches are developed in order to support and empower immigrant students (Cummins, 2000). The theories of Translanguaging (García, 2009) has come to dominate academic discussions, since it emphasizes social justice, inclusive teaching and the pedagogical value of engaging students' multilingual repertoires in all school subjects. In this paper, we emphasize that content area teachers have a crucial task in promoting students’ building of identity, knowledge and language. We perceive content area learning as a complex interplay between knowledge, language and identity formations. A key issue is, how to avoid processes of exclusion, and a simplified pedagogy that, despite good intentions, contribute to social injustice (Karlsson et al 2018; Nygård Larsson, 2018; Svensson Källberg, 2018). We explore the integrated building of identities, knowledges, languages and academic discourses, mainly through concepts derived from Translanguaging theories, and Karl Maton’s sociological framework Legitimation Code Theory (Maton, 2014) that underscores the complexity of knowledge-building within various school subjects. In combining these theories in un-explored ways, we attempt to find new methodologies for understanding the diversity and complexity of contemporary pedagogy in a sustainable society.

  • 160.
    Olander, Clas
    Malmö universitet, Disciplinary literacy and inclusive teaching. Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för naturvetenskap, matematik och samhälle (NMS).
    I am writing a research proposal, do you want to join?2022Inngår i: Nature, Teaching of Nature, and the Nature of Teaching: A Festschrift for Per-Olof Wickman / [ed] Karim Hamza; Britt Jakobson; Iann Lundegård, Department of Teaching and Learning, Stockholm University , 2022, s. 72-78Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 161.
    Olander, Clas
    et al.
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för naturvetenskap, matematik och samhälle (NMS). Malmö universitet, Disciplinary literacy and inclusive teaching.
    Johansson, Sofie
    Gothenburg University, Sweden.
    Rendering of Words: Students´ Meaning making2023Konferansepaper (Annet vitenskapelig)
    Abstract [en]

    Several scholars (e.g., Martin & Veel, 1998; Seah et al., 2014) have emphasized that language usage in school science contexts may be characterized by high lexical density, abstraction, and technicality. In addition, the language in science classrooms has, according to Lemke (1990) specific characteristics related to the use of words, grammar, and semantic patterns that may be a particularly challenging issue. At the word-level, following Nation (2013) language use in science can be grouped into three categories: (a) science-exclusive words; concepts (e.g. allopatric, exothermic reaction, and force, (b) words found both in science and elsewhere, but with different meanings; homonyms (e.g. adapt, cycle, and energy), and (c) general academic words (e.g. converted, proceeds, and originates). All types of words are important in meaning making of science in order to appropriate the semantic pattern of how science is communicated in classrooms. In other words, teachers must understand how language influences learning and develop strategies to enhance students’ successful appropriation of scientific language in the continuum between daily and scientific registers and increase the students’ discursive awareness and mobility in relation to content and language (Authors, 2019; Schleppegrell, 2016).

    Starting with the triadic idea from, among others, Nation (2013) have Authors (2019) developed a more fine-grained categorization with two main parts with three subcategories each. These are a) content neutral words divided in 1) common words (e.g. talk); 2) unusual words (e.g. disappointment) and 3) general academic words (e.g. consider) and b) content related words divided in 4) homonyms (e.g. pressure); 5) content-typical words (e.g. pollution) and 6) content-specific words (e.g. photosynthesis).

    Aim and question

    The aim of this project is to investigate language related issues in relation to meaning making of school science in multilanguage settings. This is done through a multidisciplinary and quantitative approach in Swedish secondary schools.

    The specific research question focused is: what kind of words are challenging for students with Swedish language background and students with other language backgrounds.

    Method

    Methodology Meaning making of words was estimated through four different web-based vocabulary tests given to 232 students grade 7-9. Each test had 15 words selected from the textbook that the actual class would study two weeks later. One sentence was chosen, in which one word was made bold and the students were given four alternative suggestions as synonyms. The words belonged to five of the six categories mentioned above (common words was excluded) and academic/official dictionaries was used to categorize the words. Example of words in the textbooks that we chose were: 2) unusual words (e.g. contemplate); 3) general academic words (e.g. process); 4) homonyms (e.g. solution); 5) content-typical words (e.g. indicator) and 6) content-specific words (e.g. symbiosis). In addition, the students were asked about their first language and how long time they studied in Swedish school. This data made it possible to calculate potential significant differences between groups and categories of words.

    Expected Outcomes

    Findings On a general level, significant differences were found between the performance of students with Swedish as mother tongue and those with other mother tongues and within the group that arrived in Sweden later than school start. When focusing types of words, we first found a need to differentiate our previous model for interpretation of homonyms (group 4) into to two subcategories: 4a) colloquial but content related words and 4b) academic and content specific words. We found significant differences between Swedish as mother tongue and not were seen towards two categories: 3) general academic words (e.g. cause and consist of) and 4a) colloquial but content related words (e.g. pass and branch). Difficult word categories for all students were: academic and content-related words (e.g. trait and process) and academic and content-typical words (e.g. occur and indicator). It is not surprising that students with another mother tongue that Swedish score less on a general vocabulary test. It has been shown before but it indicates that the test is reliable.

    Conclusion/discussion

    The main contribution of this study is that it points towards types of words that are extra hard for the students to make meaning of. We argue that with respect to students with another mother tongue than the language of instruction it is especially important to give attention to the words that belong to the category general academic words. These general academic words are important in the science classroom since they are the “glue”, or connectors (Gibbons, 2003), between the concepts, and a scientific explanation is incomprehensible without the connectors that bind concepts (Silseth, 2018). It is hard to make sense of the important concepts without words like consist of or because. Therefore, science teaching should emphasize these words along with the concepts.

    References 

    Gibbons, P. (2003). Mediating language learning: Teacher interactions with ESL students in a content-based classroom. Tesol Quarterly, 37, 247–273.

    Lemke, J. L. (1990). Talking Science: Language, Learning, and Values. Norwood, NJ: Ablex London: Routledge.

    Martin, J. R., & Veel, R. (1998). Reading science: Critical and functional perspectives on discourses of science. London: Routledge.

    Nation, I. S. (2013). Learning vocabulary in another language Google eBook. Cambridge University Press.

    Seah, L. H., Clarke, D. J., & Hart, C. E. (2014). Understanding the language demands on science students from an integrated science and language perspective. International Journal of Science Education, 36(6), 952–973.

    Silseth, K. (2018). Students’ everyday knowledge and experiences as resources in educational dialogues. Instructional Science, 46(2), 291-313

  • 162.
    Olander, Clas
    et al.
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för naturvetenskap, matematik och samhälle (NMS). Malmö universitet, Disciplinary literacy and inclusive teaching.
    Johansson, Sofie
    Gothenburg University, Sweden.
    Students´ Meaning Making of Words in Science2023Konferansepaper (Annet vitenskapelig)
    Abstract [en]

    The language in science classrooms has specific characteristics related to the use of words, grammar, and semantic patterns that may be a particularly challenging issue for students meaning making of science phenomena. The aim of the presented project is to investigate language related issues in relation to meaning making of school science in multilingual settings. This is done through a multidisciplinary (science education and linguistics) and quantitative approach in Swedish secondary schools. The research question is “what kind of words are challenging for students with Swedish language background and students with other language backgrounds”. Meaning making of words was estimated through web-based vocabulary tests given to 232 students in grade 7-9. In addition, the students were asked about their first language and how long time they studied in Swedish school. This data made it possible to calculate potential significant differences between groups of students and categories of words. On a general level, significant differences were found between the performance of students with Swedish as mother tongue and those with other mother tongues and within the group that arrived in Sweden later than school start. When focusing word types, we found differences between the groups in relation to two categories: “general academic words” (e.g. cause and consist of) and “colloquial but content related words” (e.g. pass and branch). On the other hand, difficult word categories for all students were “academic and content-related words” (e.g. trait and process) and “academic and content-typical words” (e.g. occur and indicator). We argue that, especially regarding students with another mother tongue than the language of instruction, it is important to give attention to the words that are general academic words along with the common focus on content-specific words – the concepts. 

    Fulltekst (pdf)
    fulltext
  • 163.
    Olander, Clas
    et al.
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för naturvetenskap, matematik och samhälle (NMS). Malmö universitet, Disciplinary literacy and inclusive teaching.
    Nelson, Johan
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för naturvetenskap, matematik och samhälle (NMS).
    Meningsskapande av en representation av växthuseffekten2022Konferansepaper (Annet vitenskapelig)
  • 164.
    Olander, Clas
    et al.
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för naturvetenskap, matematik och samhälle (NMS). Malmö universitet, Disciplinary literacy and inclusive teaching.
    Nelson, Johan
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för naturvetenskap, matematik och samhälle (NMS).
    Students meaning-making of a representation of the greenhouse effect: ‘It is an easy representation, if you understand it’2022Konferansepaper (Annet vitenskapelig)
  • 165.
    Olander, Clas
    et al.
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för naturvetenskap, matematik och samhälle (NMS). Malmö universitet, Disciplinary literacy and inclusive teaching.
    Wickman, Per-Olof
    Department of Mathematics and Science Education, University of Stockholm, Stockholm, Sweden.
    Tytler, Russell
    Faculty of Arts and Education, Deakin University, Melbourne, Australia.
    Ingerman, Åke
    Department of Pedagogical, Curricular and Professional Studies, University of Gothenburg, Gothenburg, Sweden.
    Representations as mediation between purposes as junior secondary science students learn about the human body2018Inngår i: International Journal of Science Education, ISSN 0950-0693, E-ISSN 1464-5289, Vol. 40, nr 2, s. 204-226Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    The aim of this article is to investigate students’ meaning-making processes of multiple representations during a teaching sequence about the human body in lower secondary school. Two main influences are brought together to accomplish the analysis: on the one hand, theories on signs and representations as scaffoldings for learning and, on the other hand, pragmatist theories on how continuity between the purposes of different inquiry activities can be sustained. Data consist of 10 videotaped and transcribed lessons with 14-year-old students (N = 26) in Sweden. The analysis focused instances where meaning of representations was negotiated. Findings indicate that continuity is established in multiple ways, for example, as the use of metaphors articulated as an interlanguage expression that enables the students (and the teacher) to maintain the conversation and explain pressing issues in ways that support of the end-in-view of the immediate action. Continuity is also established between every day and scientific registers and between organisation levels as well as between the smaller parts and the whole system.

  • 166.
    Ortuño Molina, Jorge
    et al.
    Universidad de Murcia, Spain.
    Alvén, Fredrik
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för samhälle, kultur och identitet (SKI). Malmö universitet, Disciplinary literacy and inclusive teaching.
    Concepciones de docentes en formación suecos y españoles sobre la desigualdad de género en perspectiva temporal2021Inngår i: Panta Rei, ISSN 1136-2464, Vol. 15, nr 161, s. 161-184Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    The research is concerned with pre-service teachers’ assumptions about gender inequality and its development across time. In conducting the research 131 narrations of Spanish (n = 55) and Swedish (n = 76) students, enrolled in Primary and Secondary education programs, were analyzed. The research design has been the content analysis of the narratives through a coding process and subsequently identification of co-occurrences, cluster analysis, density of codes and nets of codes with software Nvivo 12 Pro. Although some differences come up regarding the orientantion over time among Swedish and Spanish narratives, in both cases prevail a lack of intentional historical agency (specially of women against the power asymmetries in societies), and a weak analysis of the past from gender perspective that could help to understand current situations.

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  • 167.
    Ouhaichi, Hamza
    et al.
    Malmö universitet, Fakulteten för teknik och samhälle (TS), Institutionen för datavetenskap och medieteknik (DVMT). Malmö universitet, Internet of Things and People (IOTAP).
    Spikol, Daniel
    Malmö universitet, Internet of Things and People (IOTAP). Malmö universitet, Fakulteten för teknik och samhälle (TS), Institutionen för datavetenskap och medieteknik (DVMT). Malmö universitet, Disciplinary literacy and inclusive teaching.
    Vogel, Bahtijar
    Malmö universitet, Fakulteten för teknik och samhälle (TS), Institutionen för datavetenskap och medieteknik (DVMT). Malmö universitet, Internet of Things and People (IOTAP).
    Rethinking MMLA: Design Considerations for Multimodal Learning Analytics Systems2023Inngår i: L@S '23: Proceedings of the Tenth ACM Conference on Learning @ Scale, ACM Digital Library, 2023, s. 354-359Konferansepaper (Fagfellevurdert)
    Abstract [en]

    Designing MMLA systems is a complex task requiring a wide range of considerations. In this paper, we identify key considerations that are essential for designing MMLA systems. These considerations include data management, human factors, sensors and modalities, learning scenarios, privacy and ethics, interpretation and feedback, and data collection. The implications of these considerations are twofold: 1) The need for flexibility in MMLA systems to adapt to different learning contexts and scales, and 2) The need for a researcher-centered approach to designing MMLA systems. Unfortunately, the sheer number of considerations can lead to a state of "analysis paralysis," where deciding where to begin and how to proceed becomes overwhelming. This synthesis paper asks researchers to rethink the design of MMLA systems and aims to provide guidance for developers and practitioners in the field of MMLA.

    Fulltekst (pdf)
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  • 168.
    Register, Jordan T.
    et al.
    University of North Carolina at Charlotte.
    Andersson, Christian H.
    Malmö universitet, Disciplinary literacy and inclusive teaching.
    Sjöblom, Marie
    Malmö universitet, Disciplinary literacy and inclusive teaching.
    Technological and Mathematical literacies in times of change2024Konferansepaper (Annet vitenskapelig)
  • 169.
    Ridell, Kim
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för kultur, språk och medier (KSM). Malmö universitet, Disciplinary literacy and inclusive teaching.
    Narrativt skrivande i årskurs 1: En fallstudie om elevers re-design av berättelseelement2024Inngår i: Acta Didactica Norden, E-ISSN 2535-8219, Vol. 18, nr 1, artikkel-id 8Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [sv]

    I denna fallstudie analyseras narrativt parskrivande i två skrivsituationer med sju elever från årskurs 1. De två situationerna utmärker sig genom olika iscensatta läranderesurser för att uppmärksamma eleverna på flera berättelseelement. Utifrån ett designteoretiskt ramverk undersöks hur elevernas situerade intresse promptas mot berättelseelementen och hur eleverna i samtal och skrivande re-designar berättelseelement.

    Analysen är genomförd i tre faser där 1) berättelseelement identifieras, 2) prompt­ningarna av elementen i de olika läranderesurserna, modelltext och två grafiska modeller, sätts i relation till varandra, och 3) berättelseelementens möjliga funktioner i ett narrativ problematiseras. Underlaget består av tre läranderesurser, transkriptioner av elevernas samtal under skrivprocesserna, deras skrivna texter och transkriptioner av efterföljande parintervjuer där eleverna reflekterar över sitt skrivande och berättelser.

    Resultaten visar att de olika läranderesurserna erbjuder eleverna olika uttryck för berättelsestrukturer. Strukturerna re-designas med en variation av en- och flerepisodisk struktur i de olika skrivsituationerna. Eleverna visar också ett genomgående intresse för att bygga spänning och stöper om berättelseelement som karaktärsdialoger för att uppnå detta. Berättarperspektiv, som enligt tidigare forskning brukar skifta i unga elevers berättelser, är konsekvent i tredjeperson. Det speglar hur läranderesurserna modellerar berättarperspektiv i båda skrivsituationer. Trots att röd tråd begreppsliggörs i en av de grafiska modellerna har eleverna svårt att specificera hur en röd tråd realiseras i en berättelse. Deras förslag är i stället exempel på sagor utan en röd tråd. Likt tidigare studier påvisas också att elevernas skrivprocesser präglas av ett starkt fokus på lokal textnivå, trots att läranderesurserna uppmärksammar andra berättelseelement.

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  • 170.
    Ridell, Kim
    et al.
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för kultur, språk och medier (KSM). Malmö universitet, Disciplinary literacy and inclusive teaching.
    Walldén, Robert
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för kultur, språk och medier (KSM). Malmö universitet, Disciplinary literacy and inclusive teaching.
    Graphical models for narrative texts: Reflecting and reshaping curriculum demands for Swedish primary school2023Inngår i: Linguistics and Education, ISSN 0898-5898, E-ISSN 1873-1864, Vol. 73, artikkel-id 101137Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This study explores how graphical models, teaching resources and language arts curricula for primary school in Sweden represent features of narrative genre. Furthermore, it provides a conceptual and methodological approach for studying the recontextualization of genre knowledge in different educational contexts. We selected two particular models (the Story Face and the Obstacle Chart) because they are promoted by the Swedish National Agency of Education. We analyzed the models, curricula, and related teaching resources through Bernstein's concept of recontextualization fields, Martin's genre theory, and Kress and van Leeuwen's visual grammar. The results show that both graphical models use metaphors to evoke students' everyday experience and break down a narrative text to key story elements. Aligning with Swedish language arts curricula, the models de-emphasize the need to manage tension in narra-tives. Finally, the results show that the models' different ways of representing key story elements may be difficult for teachers and students to decode.(c) 2022 The Author(s). Published by Elsevier Inc. This is an open access article under the CC BY license ( http://creativecommons.org/licenses/by/4.0/ )

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  • 171.
    Ridell, Kim
    et al.
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för kultur, språk och medier (KSM). Malmö universitet, Disciplinary literacy and inclusive teaching.
    Walldén, Robert
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för kultur, språk och medier (KSM). Malmö universitet, Disciplinary literacy and inclusive teaching.
    Intermodal re-/dekonstruktion av Rödluvan och vargen: två lärare som promptar och förhandlar om berättande text i årskurs 12023Inngår i: NNFF9 - Den nionde konferensen ordnad av Nordiskt nätverk för forskning i förstaspråksdidaktik, Oktober 25-26, 2023.: Abstraktbok, 2023, s. 49-49Konferansepaper (Annet vitenskapelig)
    Abstract [sv]

    I denna kvalitativa studie undersöktes två lärares iscensättning av gemensamt återberättande av sagan Rödluvan och vargen som ett exempel på narrativ genre. Båda lärarna använde den grafiska modellen Berättelseansiktet i en storgruppsdiskussion i årskurs 1 i svensk grundskola. Studien sker med bakgrund i en textanalytisk studie som analyserade aktuella styrdokument, grafiska modeller samt annat läromaterial med inriktning mot narrativ text i tidiga skolår (Ridell & Walldén, 2023). Presentationen lägger särskilt fokus på respektive lärares intermodala undervisningspraktik där 1) olika uttrycksformer promptade aspekter av narrativ text och 2) förhandlade kring innehållet i sagan utifrån elevernas förslag.

    Studien tillämpar ramverket design för lärande (DfL) samt ett socialsemiotiskt ramverk som innefattar genreteori och visual grammar. Med dessa utgångspunkter synliggörs både lärarnas aktiva bruk av multimodala resurser i undervisningsmomentet samt vilket kunskapsinnehåll avseende narrativa texter som främjades. För att urskilja ytterligare nyanser i lärarnas olika didaktiska iscensättning användes även Bernsteins inramning samt horisontell och vertikal diskurs.

    Utifrån video- och ljuddata producerade i två klassrum studerades iscensättningen i form av olika visuella, verbala och gestikulära uttrycksformer samt lärarens sätt att utnyttja skrivtavlan och styra interaktionen med eleverna. Forskningsfrågorna lyder: Hur kan aspekter av narrativ genre bli visuellt, verbalt och gestikulärt promptat i iscensättning av textdekonstruktion och -rekonstruktion? Vilka metafunktionella dimensioner och genreteoretiska aspekter hamnar i förgrunden i förhandlingen av Rödluvan och vargen?

    Tentativa resultat visar att lärarnas varierade iscensättning genom olika visuella representationer påverkade elevernas handlingsutrymme. Båda lärarna iscensatte en ideationellt orienterad dekonstruktion och rekonstruktion av sagan med fokus på karaktärer och händelseförlopp. Elevernas förslag på spänningsskapande interpersonella aspekter erkändes i huvudsak när de drev handlingen framåt.

  • 172.
    Ridell, Kim
    et al.
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för kultur, språk och medier (KSM). Malmö universitet, Disciplinary literacy and inclusive teaching.
    Walldén, Robert
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för kultur, språk och medier (KSM). Malmö universitet, Disciplinary literacy and inclusive teaching.
    Prompting story elements in first grade: An intermodal approach for exploring two teachers’ orchestrations2024Inngår i: Multimodality & Society, ISSN 2634-9795, E-ISSN 2634-9809, Vol. 4, nr 1, s. 29-57Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Although the teaching of narrative texts in primary school is well researched, there is a lack of insight into how visual models and multimodal prompts are used by teachers to convey genre-specific knowledge. Therefore, we conducted a multimodal study of the teaching practices in two first-grade classrooms during joint re-tellings of the folktale Little Red Riding Hood and subsequent interactions around narrative genre. In both cases, the teachers used the graphical model The Story Face as well as a whiteboard canvas in their orchestrations. Data was collected in the form of audio and video recordings. Underpinned by a social semiotic framework combined with Bernstein’s concept framing, the analyses revealed that both teachers focused on story events and the story’s macrostructure while displaying different orientations in the use of verbal language and visual representations. This resulted in different emphases on either story-specific or more general features of narrative genre. Furthermore, the students showed an interest in iconic and suspense-building story dialogue, but this aspect was generally de-emphasized by the teachers’ use of verbal language and visual resources. Based on these findings, we discuss the significance of studying teachers’ differing orchestrations through overlapping modes.

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  • 173.
    Ridell, Kim
    et al.
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för kultur, språk och medier (KSM). Malmö universitet, Disciplinary literacy and inclusive teaching.
    Walldén, Robert
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för kultur, språk och medier (KSM). Malmö universitet, Disciplinary literacy and inclusive teaching.
    Visuella inramningar av narrativ text: En studie av två grafiska modeller i grundskolans tidigare år2022Inngår i: ASLA-Symposiet 7–8 april 2022: Abstractsamling, Stockholm, 2022, s. 83-83Konferansepaper (Annet vitenskapelig)
    Abstract [sv]

    Grafiska modeller har länge varit en del av läs- och skrivundervisningen i grundskolans tidigare år. Med den nya läroplanen (LGR22) skrivs de explicit fram som ett didaktiskt verktyg i tidig svenskundervisning. Trots att modellerna som dessa redan är undervisningspraktiskt frekventa är forskning kring modellernas roll i konstruktion och rekonstruktion av text ytterst begränsad. Denna studie tar ett socialsemiotiskt grepp om två grafiska modeller för att utforska hur de representerar narrativa texter och centralt innehåll i gällande kursplaner. Bärande teoretiska ingångar är Martin och Roses genreteori, Kress och van Leeuwens visuella grammatik och Bernsteins om teori om rekontextualiseringfält.  

    I studien undersöker vi de två grafiska modellerna Hinderschemat och Berättelseansiktet, som genom Skolverkets Läslyftet lyfts fram som goda exempel i undervisningsprocesser kring narrativ text. Vi studerar dessa grafiska modeller som representation av narrativa textelement i relation till flera kontexter: 1) formuleringar i nuvarande (LGR11) och kommande (LGR22) kring undervisningsinnehåll och kunskapskrav i svenska och svenska som andraspråk upp till årskurs 3, 2) hur de presenteras i artiklar och filmklipp som en del av Läslyftet, samt 3) hur de skrivs fram i läromedel och lärarhandledningar som presenterar dem.   

    Preliminärt resultat visar en variation mellan modellernas bruk av metaspråk i relation till begreppsapparaten i kursplanerna samt en användning av metaforer för att göra modellerna interaktionellt tillgängliga för yngre elever. Representationen av narrativa element motsvarar kursplanerna så till vida att karaktärer och kronologiska händelser sätts i förgrunden medan potentiella evaluerande genresteg som skapar dramaturgi genom att reagera på händelser saknas. Berättelseansiktet gör en särskilt bokstavstrogen representation av kursplanerna men den visuella analysen visar den komplexa tolkningsuppgift lärare och elever står inför när modellen ska användas i klassrumspraktiken. Elevernas möjlighet att praktiskt använda sig av modellerna begränsas dessutom av en liten skrivyta. 

  • 174.
    Righard, Erica
    et al.
    Malmö universitet, Fakulteten för hälsa och samhälle (HS), Institutionen för socialt arbete (SA). Malmö universitet, Malmö Institute for Studies of Migration, Diversity and Welfare (MIM).
    Svensson Källberg, Petra
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för naturvetenskap, matematik och samhälle (NMS). Malmö universitet, Disciplinary literacy and inclusive teaching.
    Amadasi, Sara
    Department of Studies on Language and Culture, University of Modena and Reggio Emilia, Italy.
    Damery, Shannon
    CEDEM, University of Liège, Belgium.
    Slany, Krystyna
    Institute of Sociology, Jagiellonian University, Poland.
    Droessler, Thomas
    EHS Dresden, Germany.
    Epistemic authority and hybrid integration in the view of language ideologies in classroom discourse2023Inngår i: Exploring the Narratives and Agency of Children with Migrant Backgrounds within Schools: Researching Hybrid Integration / [ed] Claudio Baraldi, Routledge, 2023, 1, s. 143-164Kapittel i bok, del av antologi (Fagfellevurdert)
    Abstract [en]

    The overall aim of the chapter is to contribute to the discussion on how teachers’ facilitation of classroom interaction can be understood in view of mono- and bi-/multilingual norms, and more specifically how teachers relate to, make use of, and strengthen children’s epistemic authority through language competences in the multilingual classroom. The analysis is primarily based on two sets of data. First, teacher interviews which answer to what problems and solutions teachers experience concerning teaching and learning in the multilingual classroom, and how they view their role as facilitator of dialogue and a promoter of agency and hybrid integration in relation to this. Secondly, video-recordings of classroom interaction in selected European localities teachers’ facilitation of dialogue were explored with regard to considering monolingual and bi-/multilingual ideologies and the promotion of hybrid integration. The analysis shows how the monolingual ideology permeates the data material. Students’ multilingual resources are not recognised and valued; consequently, multilingual students’ agency and epistemic authority is hindered. However, there are glimpses of “cracks” where spaces for alternative practices can be developed, in which students can use their full linguistic repertoire, including varying named languages to express their views or ideas beyond the language of instruction, which create potentials for strengthening students’ participation in classroom interactions. The chapter argues that children’s language competences should be integral to understandings of their epistemic authority and calls for further research into how strategies that accomplish this can be developed and transferred across classrooms and localities, with the purpose of strengthening all children’s epistemic authority in education.

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  • 175.
    Rosqvist, Ida
    et al.
    Faculty of Medicine, Department of Clinical Sciences Lund, Logopedics, Phoniatrics and Audiology, Lund University, Lund, Sweden.
    Sandgren, Olof
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för skolutveckling och ledarskap (SOL). Malmö universitet, Disciplinary literacy and inclusive teaching. Faculty of Medicine, Department of Clinical Sciences Lund, Logopedics, Phoniatrics and Audiology, Lund University, Lund, Sweden.
    Andersson, Ketty
    Faculty of Medicine, Department of Clinical Sciences Lund, Logopedics, Phoniatrics and Audiology, Lund University, Lund, Sweden.
    Hansson, Kristina
    Faculty of Medicine, Department of Clinical Sciences Lund, Logopedics, Phoniatrics and Audiology, Lund University, Lund, Sweden.
    Lyberg-Åhlander, Viveka
    Faculty of Medicine, Department of Clinical Sciences Lund, Logopedics, Phoniatrics and Audiology, Lund University, Lund, Sweden.
    Sahlén, Birgitta
    Faculty of Medicine, Department of Clinical Sciences Lund, Logopedics, Phoniatrics and Audiology, Lund University, Lund, Sweden.
    Children's development of semantic verbal fluency during summer vacation versus during formal schooling2020Inngår i: Logopedics, Phoniatrics, Vocology, ISSN 1401-5439, E-ISSN 1651-2022, Vol. 45, nr 3Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Children's results on school-related achievements tests, such as aspects of math, reading and writing, have been shown to decline following a lengthy summer vacation. Few studies have investigated whether this also applies to vocabulary skills. The purpose of this study is to investigate how lexical organization and retrieval, assessed by a semantic verbal fluency (SVF) task, develops during a lengthy summer vacation versus formal schooling. Sixty-eight children with mean age of 7.9 (ranging from 6.5 to 9.1), were assessed pre- and post-summer vacation and post-fall semester using two SVF categories (Animals and Clothes). The number of words produced in both categories gave the total score. The result of the SVF tests decreased following summer vacation. The loss was recouped at the post-fall semester assessment, but no gains compared to initial testing were shown. Neither level of parental education, general language ability, non-verbal IQ, nor bilingualism explained the variance in development during the summer vacation or the fall semester. Our findings indicate that a lengthy summer vacation causes a recess in the expected development of SVF ability and that this recess is recouped after a semester of formal schooling. The findings are in line with previous research indicating that summer vacation may have negative impact on the development of important scholastic abilities in children.

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  • 176.
    Ryan, Ulrika
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för naturvetenskap, matematik och samhälle (NMS). Malmö universitet, Disciplinary literacy and inclusive teaching.
    From “How Good I Am!” to “Forgive Me…Please Trust Me”- Microaggressions and Angles2018Inngår i: Proceedings of the 42nd Conference of the International Group for the Psychology of Mathematics Education, vol 4, International Group for the Psychology of Mathematics Education , 2018, s. 75-82Konferansepaper (Fagfellevurdert)
    Abstract [en]

    The endeavour of this report is to provide findings on how the normative appreciation of preciseness in mathematical concepts evoke micro-aggressions when students in a linguistically and socially diverse classroom reason about angles in a group activity. Results show that Samir, an emergent Swedish speaker, becomes deprived of reliability and hence loses his chances to make claims of knowledge partly due to the rigidity of (Western) mathematics. The analysed interaction begins with Samir confidently saying “How good I am” when solving a task with his peer Darko. However, it ends with Samir´s ways of talking about himself being completely changed from confidence to insecurity and subordinance, begging Darko to rely on his mathematical knowledge saying “Forgive me…please trust me.”.

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  • 177.
    Ryan, Ulrika
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för naturvetenskap, matematik och samhälle (NMS). Malmö universitet, Disciplinary literacy and inclusive teaching.
    Mathematical preciseness and epistemological sanctions2019Inngår i: For the Learning of Mathematics, ISSN 0228-0671, Vol. 39, nr 2, s. 25-29Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    In this article, I examine how a focus on preciseness in the mathematics classroom could affect group activity. The preciseness relates to the ways mathematical concepts, in this case angles are described in discourse between students. In this context, I consider how ‘micro-invalidations’, can limit students’ opportunities to learn in a social and language diverse classroom. I suggest that students and teachers do not merely navigate language diversity they also navigate epistemological aspects of mathematics. Learning to meet the knowledge of the Other, to avoid epistemological sanctions calls for meta understanding of language diversity which embrace epistemological aspects of mathematics

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  • 178.
    Ryan, Ulrika
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för naturvetenskap, matematik och samhälle (NMS). Malmö universitet, Disciplinary literacy and inclusive teaching.
    Mathematics classroom talk in a migrating world: synthesizing epistemological dimensions2019Doktoravhandling, med artikler (Annet vitenskapelig)
    Abstract [en]

    This thesis is an expedition into and beyond students’ mathematics talk in classrooms framed by migration as a matter of dichotomization betweennamed languages and (in)formal aspects of one fixed mathematics. It is an attempt to make sense of how students grapple with and move about thedivides that those dichotomizations shapes. I ask; How do students in a Grade 5 classroom framed by migration navigate language andepistemological divides when talking about mathematics? and What theoretical conceptualization of epistemological dimensions of languagediversity can be used to frame the students’ navigation of the divides?‘Navigation’ and ‘navigate’ are the metaphors I use for finding one’s way in spaces that do not have established paths to follow. In this thesisepistemological divides articulate difference when individuals and/or cultures take and treat something as mathematical knowledge. They emergewhen people do and talk about mathematics. My focus is not primarily on how students learn mathematics through their navigation, but rather onhow the students inhabit the learn-ing space together—how they relate to each other—as they navigate.To grapple with the research questionsabove, to learn about multiple relational aspects of how students navigate language and epistemological divides when they talk about schoolmathematics, I have used a flexible research design in a multilingual, yet ‘Swedish-only’ Grade 5 (students aged 11) classroom in the south ofSweden. Theoretically I bring together a) linguistic inferentialism as an alternative to the representation paradigm, b) social interaction andecological approaches on knowledge to frame the relationship between language and c) mathematics in students’ talk in a classroom with a complexdiversity of languages and socio-economic backgrounds.Results show that when students in the Grade 5 class navigated language and epistemological divides they demonstrated solidarity andsometimes perform aggressive actions towards each other in their encounters with mathematical knowledge and language diversity. Theseperformances were theoretically conceptualized as meta-understanding of multilingualism (MULD) or lack of MULD. The performances areunderstood as connected to the mathematics based discursive spaces (MBDS) that emerged when the students discoursed.The present thesis contributes to the field by taking an ecology-based relational approach towards language and epistemology in order to providetools for considering students’ responsive translanguaging in multilingual classrooms with no shared languages (except the language of instruction).In addition, this thesis is the first to use inferentialism for ecology-based approaches on social epistemological issues of multilingualism inmathematics education research.

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  • 179.
    Ryan, Ulrika
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för naturvetenskap, matematik och samhälle (NMS). Malmö universitet, Disciplinary literacy and inclusive teaching.
    Solidarity acts in the context of language diversity: Students’ encounters with epistemological difference2022Inngår i: Journal of Mathematical Behavior, ISSN 0732-3123, E-ISSN 1873-8028, Vol. 66, s. 100946-100946, artikkel-id 100946Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This study investigates how grade five students in a multilingual mathematics classroom where the language of instruction (Swedish) is the only shared language act to inhabit the learning space in solidarity as they encounter epistemological difference. The study contributes with empirical knowledge on students’ solidarity acts when they engage in explanatory conversations in whole class or small group discussions. Theoretically, the study contributes with coordination of Levinasian conceptions of solidarity and inferentialism to capture solidarity in epistemological dimensions of explanatory conversations among students. The study provides 4 different events that illuminate students’ solidarity acts in encounters with epistemological difference. The events include willingness to accept otherness, substituting oneself for the other, disruption and idiolect bridging, and endurance in giving reasons when being asked nonnormatively appropriate questions.

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  • 180.
    Ryan, Ulrika
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för naturvetenskap, matematik och samhälle (NMS). Malmö universitet, Disciplinary literacy and inclusive teaching. Malmö University.
    The ethical significance of exemplifying: A response to Anthony Essien2021Inngår i: Exploring new ways to connect: Proceedings of the Eleventh International MathematicsEducation and Society Conference / [ed] David Kollosche, Tredition , 2021, Vol. 11, s. 56-60Konferansepaper (Fagfellevurdert)
    Abstract [en]

    In his plenary paper, Tony Essien wrote that “The importance of mathematical examples […] cannot be overemphasised”. Tony’s paper opened my eyes to the significance of examples and of the complex practice of exemplifying in multilingual mathematics education in general, and in teacher education in particular. The triadic framework that Tony proposed captures exemplifying as illustrating concepts from the perspectives of (a) grasping the illustrated concept by discernment; (b) communicating about the illustration as a fundamental idea of teaching and learning; and (c) attending to the multilingual context (of pre-service teachers) in which the illustration is submerged.

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  • 181.
    Ryan, Ulrika
    et al.
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för naturvetenskap, matematik och samhälle (NMS). Malmö universitet, Disciplinary literacy and inclusive teaching.
    Andersson, Annica
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för naturvetenskap, matematik och samhälle (NMS).
    Chronaki, Anna
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för naturvetenskap, matematik och samhälle (NMS).
    “Mathematics is bad for society”: Reasoning about mathematics as part of society in a language diverse middle school classroom2021Inngår i: Applying Critical Mathematics Education / [ed] Annica Andersson; Richard Barwell, Brill Academic Publishers, 2021, s. 144-165Kapittel i bok, del av antologi (Fagfellevurdert)
    Abstract [en]

    In this chapter, we report on a small-scale critical mathematics education project in a Swedish classroom with students of varied language backgrounds. The project departed from the student Arvid’s statement “Mathematics is bad for society.” Our research interest was twofold. On the one hand, we wanted to explore what knowledge is being (re)produced by students as they try to connect and reason with a statement like “Mathematics is bad for society.” And on the other hand, we were also interested in how the students in this classroom, in which they do not have shared mother tongues, can express and (dis)acknowledge knowledge when reasoning about mathematics in society. We found that when the students (and their teacher) grappled with unpacking critical aspects such as “mathematics in society,” their reciprocal assessment of claims was based on their individual ways of knowing and talking, and tended to shape both their actions and the outcome of their efforts. We show that the discussion around critical aspects of mathematics in society that came to the fore was intertwined with both students’ and the teacher’s (lack of) meta-understanding of language diversity.

    Fulltekst (pdf)
    fulltext
  • 182.
    Ryan, Ulrika
    et al.
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för naturvetenskap, matematik och samhälle (NMS). Malmö universitet, Disciplinary literacy and inclusive teaching.
    Boistrup, Lisa Björklund
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för naturvetenskap, matematik och samhälle (NMS).
    Activism and mathematics activities for social justice in migrational contexts2022Inngår i: Education and involvement in precarious times: Abstract book / [ed] Dal, Michael, Reykjavik, Iceland, 2022, s. 105-107Konferansepaper (Annet vitenskapelig)
    Abstract [en]

    This recently started action research project is a collaboration between mathematicsactivists and researchers. The aim is to generate knowledge about how out-of schoolactivities can promote mathematics foregrounds that empower youth with migrationalbackgrounds with confidence in their mathematics skills, and thereby open gatewaysto social and economic mobility. As we see it, school of today has much to learn fromsuch non-formal contexts. The overarching question is; How may activism generatemathematics activities for social justice in migrational contexts?Youth being deprived of education may result in despair, ruined prospects andagony. Mathematics education plays a crucial role in this because mathematicsfunctions as a gatekeeper for advancement in the educational systems. This is whata group of volunteers in Malmö in the south of Sweden from a mathematicshomework support NGO, Mattecentrum, experienced and responded to when theydecided to move from being homework supporters to become activists who act forchange.

    Fulltekst (pdf)
    fulltext
  • 183.
    Ryan, Ulrika
    et al.
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för naturvetenskap, matematik och samhälle (NMS). Malmö universitet, Disciplinary literacy and inclusive teaching.
    Chronaki, Anna
    Malmö universitet, Fakulteten för kultur och samhälle (KS), Collaborative Future Making (CFM). Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för naturvetenskap, matematik och samhälle (NMS). University of Thessaly, Volos, Greece.
    A joke on precision? Revisiting “precision” in the school mathematics discourse2020Inngår i: Educational Studies in Mathematics, ISSN 0013-1954, E-ISSN 1573-0816, Vol. 104, s. 369-384Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This paper discusses the place of precision in mathematics education by exploring its role in curricular guidelines and in classroom life. By means of a joke on precision delivered by a school student in South Sweden, our study focuses on student participation in mathematical tasks that require precision in processes of measuring and reasoning. The paper uses theories on humour and inferentialism to revisit the normative place of “precision” in mathematics classroom discourse.

    Fulltekst (pdf)
    fulltext
  • 184.
    Ryan, Ulrika
    et al.
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för naturvetenskap, matematik och samhälle (NMS). Malmö universitet, Disciplinary literacy and inclusive teaching.
    Parra, Aldo
    Centro Indígena de Investigaciones Interculturales de Tierradentro, Cauca, Colombia.
    Epistemological aspects of multilingualism in mathematics education: an inferentialist approach2019Inngår i: Research in Mathematics Education, ISSN 1479-4802, E-ISSN 1754-0178, Vol. 21, nr 2, s. 152-167Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Recently the prevailing language-as-resource metaphor has been problematised and theorised. Using the philosophical theory of inferentialism, we trace an epistemological dimension of multilingualism in mathematics education and add it to the current language-as-resource discussions. With data from two different settings—a mathematics classroom in Sweden and a workshop in an indigenous settlement in Colombia—we show that in encounters between language practices and plural mathematics, the semantic and the epistemological are two sides of the same coin. Inferentialism captures such encounters without dichotomising either languages or mathematics. We contend that epistemological issues move beyond the scope of language-asresource approaches, but they are not paths to improving school achievement. Neither are they matters of distinguishing between formal and informal language use. Rather, an epistemological dimension is about shaping meta-understandings of language diversity that are liberated from mathematics as fixed and prestablished knowledge.

    Fulltekst (pdf)
    FULLTEXT01
  • 185.
    Ryan, Ulrika
    et al.
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för naturvetenskap, matematik och samhälle (NMS). Malmö universitet, Disciplinary literacy and inclusive teaching.
    Steffensen, Lisa
    Western Norway University of Applied Sciences.
    From the Present Towards Hope for the Future2021Inngår i: Applying Critical Mathematics Education / [ed] Annica Andersson; Richard Barwell, Leiden, The Netherlands: Brill Academic Publishers, 2021, s. 231-239Kapittel i bok, del av antologi (Fagfellevurdert)
    Abstract [en]

    In this epilogue we elaborate on and synthesise what we have learnt from reading thisbook. We start by considering what the word “apply” in Applying Critical MathematicsEducation might mean. Apply connotes to put into action, but it is also related to thefollowing ideas: to work hard at, to pay close attention to, to have relevance for andto request something. In the context of our readings we think of being relational anddedicated as a matter of enhancing situated critical awareness, addressing relevantissues as a matter of highlighting complex global and local challenges and makingdemands as a matter of agency and power. To us, these themes together synthesisethe insights on critical mathematics education in action that the authors of this bookoffer; namely, propositions on how to illuminate and execute social justice and heterogenous subjectification by critically entangling local and global knowledges in contextually situated educational enactments that hold the potential to address complexchallenges. We close by sharing our ideas on how the contribution of this book gives ushope for the future in these times of crises and complex challenges

    Fulltekst (pdf)
    fulltext
  • 186.
    Ryan, Ulrika
    et al.
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för naturvetenskap, matematik och samhälle (NMS). Malmö universitet, Disciplinary literacy and inclusive teaching. University of South-Eastern Norway.
    Svensson Källberg, Petra
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för naturvetenskap, matematik och samhälle (NMS). Malmö universitet, Disciplinary literacy and inclusive teaching.
    Involving students’ perspectives in multilingual mathematics learning spaces2021Inngår i: Exploring new ways to connect: Proceedings of the Eleventh International Mathematics Education and Society Conference / [ed] David Kollosche, Tredition , 2021, Vol. 11, s. 176-180Konferansepaper (Fagfellevurdert)
    Abstract [en]

    In a small on-going participatory research project, we collaborate with mathematics teachers. The project has reached a point where we, both the researchers and the teachers, have come to recognize the need to involve students in the design of their mathematics learning spaces because their knowledges and experiences may provide a crucial contribution. Therefore, we investigate in what way the students, teachers and researchers may collaborate to design mathematics learning spaces to facilitate multilingual students’ mathematics learning. Involving the students in designing socially just mathematics learning spaces necessitates particular methodological decisions and identifies challenges in need of careful attention.

    Fulltekst (pdf)
    fulltext
  • 187.
    Ryan, Ulrika
    et al.
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för naturvetenskap, matematik och samhälle (NMS). Malmö universitet, Disciplinary literacy and inclusive teaching.
    Svensson Källberg, Petra
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för naturvetenskap, matematik och samhälle (NMS). Malmö universitet, Disciplinary literacy and inclusive teaching.
    Multilingual students' talk about their work to relocate school academic mathematics in home-school transitions2022Konferansepaper (Fagfellevurdert)
    Abstract [en]

    We interviewed groups of students in a language diverse school, where the prevailing language norm was Swedish only, to answer the question; What do students say about relocating school academic mathematics in transitions between home and school? The students mentioned relocating school academic mathematical concepts, problem solving and arithmetical methods from home to school and vice versa. The relocating work provided resources for mathematics learning and feelings of being smart and mathematically knowledgeable and the opposite. We conclude that pedagogical designs that enhance students' first languages and home cultures as resources may benefit from considering students' work with relocating school academic mathematics to enhance opportunities for mathematics learning.

    Fulltekst (pdf)
    fulltext
  • 188.
    Ryan, Ulrika
    et al.
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för naturvetenskap, matematik och samhälle (NMS). Malmö universitet, Disciplinary literacy and inclusive teaching.
    Svensson Källberg, Petra
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för naturvetenskap, matematik och samhälle (NMS). Malmö universitet, Disciplinary literacy and inclusive teaching.
    Boistrup, Lisa Björklund
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för naturvetenskap, matematik och samhälle (NMS).
    'Language-as-resource’ in multilingual mathematics activities: an epistemological framework2021Inngår i: For the Learning of Mathematics, ISSN 0228-0671, Vol. 41, nr 2, s. 8-13Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    In this, paper we attend to epistemological potentials of multilingual language use and mathematics in connection to the ‘language-as-resource’ idea and how the idea is actualised in Swedish mathematics education contexts. In this paper we develop and propose a framework for considering different epistemological potentials for multilingual mathematics activities that are embedded in the ‘language-as-resource’ idea.

  • 189.
    Rydberg, Christian
    et al.
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för naturvetenskap, matematik och samhälle (NMS).
    Olander, Clas
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för naturvetenskap, matematik och samhälle (NMS). Malmö universitet, Disciplinary literacy and inclusive teaching.
    Sjöström, Jesper
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för naturvetenskap, matematik och samhälle (NMS).
    A didactic model to develop teachers’ practices and handling didactical dilemmas while teaching controversial socioscientific issues2018Konferansepaper (Annet vitenskapelig)
    Abstract [en]

    This presentation will focus one result of a study that followed groups of teachers within an Erasmus+-partnership. The teachers conducted an interdisciplinary teaching about complex and controversial issues, including socio-scientific issues. Five schools, with students aged 12-16 years, in five different countries (Croatia, Poland, Italy, Sweden and Turkey) were involved. Through focus groups and participant observation, the study explored potential tensions that emerged during the enactment of the interdisciplinary teaching. Results show a variety of emerging tensions that might cause didactical dilemmas. The tensions are anchored both at different level, both concerning different types of curriculum goals and related to politics and religion, as well as those at the classroom level and at levels in between. One purpose of the study was to contribute to pre- and in-service teacher training and this resulted in a basis for a discussion tool. This tool is a didactic model aimed to raise awareness about both possibilities and potential negative consequences with different positions in didactical dilemmas. By means of abductive analysis, the empirical results of the study formed a basis for a model with four quadrant matrixes. In these matrixes, different tentative positions in didactical dilemmas are illuminated by fictional teachers that express statements about their position.

    Fulltekst (pdf)
    FULLTEXT01
  • 190.
    Sandgaard-Ekdahl, Hanna
    et al.
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för kultur, språk och medier (KSM).
    Walldén, Robert
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för kultur, språk och medier (KSM). Malmö universitet, Disciplinary literacy and inclusive teaching.
    Argumentationsskrivande inom grundläggande vuxenutbildning: En utmaning för lärare och elever2022Inngår i: Möjligheter till lärande: Andraspråksdidaktik i ett kritiskt perspektiv / [ed] Kristina Aldén, Mikael Olofsson, Stockholm: Liber, 2022, 1, s. 200-213Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 191.
    Sandgaard-Ekdahl, Hanna
    et al.
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för kultur, språk och medier (KSM).
    Walldén, Robert
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för kultur, språk och medier (KSM). Malmö universitet, Disciplinary literacy and inclusive teaching.
    ”Det fattas jättemycket” – genreteoretiska perspektiv på vuxna andraspråkselevers texter och responssamtal2022Inngår i: Forskning om undervisning och lärande, ISSN 2000-9674, E-ISSN 2001-6131, Vol. 10, nr 2, s. 55-87Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [sv]

    Studien bidrar med kunskap om funktionella aspekter av vuxna andraspråkselevers arbete med skrivrespons och argumenterande texter. Den genomfördes inom grundläggande vuxenutbildning, en svagt representerad skolform i skrivdidaktisk forskning. Materialet består av inspelade responssamtal i mindre grupper samt de elevtexter som låg till grund för samtalen. Studien synliggör vilka aspekter i texterna som eleverna fokuserar på i samtalen och vilka aspekter som skulle behöva stärkas i argumentationen. I analysen används systemisk-funktionell genreteori. Resultatet visar att eleverna identifierade utvecklingsområden i texter baserat på den genrestruktur undervisningen hade utgått ifrån. Samtidigt hade eleverna hade eleverna svårt att identifiera vad som krävdes för att genrestrukturen skulle byggas ut på ett fungerande sätt. Studien ger teoretiska redskap för att synliggöra språkliga mönster på lokal textnivå för att stödja andraspråkselevers skrivutveckling.

    Fulltekst (pdf)
    fulltext
  • 192.
    Sjöblom, Marie
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för naturvetenskap, matematik och samhälle (NMS). Malmö universitet, Disciplinary literacy and inclusive teaching.
    Developing mathematical reasoning by using questions in a multilingual mathematics classroom2018Inngår i: Nordisk matematikkdidaktikk, NOMAD: [Nordic Studies in Mathematics Education], ISSN 1104-2176, Vol. 23, nr 3-4, s. 61-79Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    In this paper, students’ questions while working in small groups on mathematical problem-solving tasks are investigated. In order to improve students’ reasoning and communication abilities in mathematics, an intervention study was designed in a multilingual upper secondary mathematics classroom in Sweden. In their discussions students used Swedish, which was their second language and also the language of instruction. The changes in students’ ways of using questions across the three cycles of the intervention were analysed. The results showed how students over the cycles changed their ways of framing questions from looking for the correct answer towards clarifying other students’ meaning in order to understand each other’s reasoning. The implication from the study is that it is important to promote interactions between students rather than focusing on students’ need to develop their second language competencies.

    Fulltekst (pdf)
    fulltext
  • 193.
    Sjöblom, Marie
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för naturvetenskap, matematik och samhälle (NMS). Malmö universitet, Disciplinary literacy and inclusive teaching.
    Promoting equitable participation opportunities in mathematical dialogue through mathematical questioning2022Manuskript (preprint) (Annet vitenskapelig)
  • 194.
    Sjöblom, Marie
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för naturvetenskap, matematik och samhälle (NMS). Malmö universitet, Disciplinary literacy and inclusive teaching.
    Promoting mathematical dialogue: students’ and teachers’ listening, questioning and participation2022Doktoravhandling, med artikler (Annet vitenskapelig)
    Abstract [sv]

    In Swedish mathematics classrooms, students have different opportunities to participate in mathematical dialogue, and therefore also different opportunities to learn. This is a problem not only for students, but also for teachers, school developers, and researchers. By moving back and forth between two settings – the upper secondary mathematics classroom and the professional development group – this thesis aims to explore how questioning and listening can promote participation in mathematical dialogue. The following three research questions are in focus: What aspects of students’ questioning and listening do teachers need to pay attention to when promoting students’ participation in mathematical dialogue? What aspects of teachers’ questioning and listening are important when teachers promote students’ participation in mathematical dialogue? How can teachers, in cooperation with researchers, develop an awareness and refine their teaching in relation to students’ listening, questioning, and participation in mathematical dialogue?

    By using educational design research, two sub-studies were conducted – one with a focus on students and one with a focus on teachers – and the results were described in four articles. Theories on three different levels were used and coordinated to understand mathematical dialogue: sociocultural theory to situate the research study on an overall level where interaction and communication are essential; the concept of mathematical dialogue by Alro and Skovsmose (2004), including their Inquiry Co-operation model to understand quality in mathematical dialogue; and local theories to study facets of mathematical dialogue concerning questioning, listening, and participation.

    The results point to how important both students’ and teachers’ questions are for creating equitable participation opportunities, and how teachers can promote mathematical dialogue by using pre-thought specific mathematical why-questions that invite all students to participate in small groupproblem-solving work. The results also point to the importance of working with productive listening, a process that requires both requests for listening and willingness to listen to others. For teachers to develop an awareness and to refine their teaching in relation to mathematical dialogue, the cyclic structure of EDR, working with teacher noticing and moving back and forth between the two settings, help visualize their development processes.

    The main contributions of the thesis are (1) the framework for productive listening, (2) the empirical results concerning how mathematical questioning is used to promote students’ participation in mathematical dialogue, and (3) the learnings of how mathematics education theories can be used and coordinated to increace understandings on mathematical dialogue. At the end of the thesis, a meta-reflection is made on how collaboration between different actors – students, teachers, school developers and researchers – can build bridges and deepen the understandings of the complexity of mathematical dialogue.

    Fulltekst (pdf)
    Comprehensive summary
    Download (jpg)
    presentationsbild
  • 195.
    Sjöblom, Marie
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för naturvetenskap, matematik och samhälle (NMS). Malmö universitet, Disciplinary literacy and inclusive teaching.
    Teachers promoting active student dialogue through listening and questioning activities2018Konferansepaper (Annet vitenskapelig)
    Abstract [en]

    When students actively listen and interact with each other, their opportunities for developing reasoning and communication abilities in mathematics increase (Sjöblom, 2015). However, they are not always given opportunities to work dialogically during mathematics lessons, and there is little research in upper secondary classrooms about how teachers can promote student-to-student interaction. This poster presents an educational design research project (McKenney & Reeves, 2012), in which the intervention focuses on teachers’ work to make multilingual students interact while working with mathematical problem solving. The design and analysis build on the inquiry co-operation (IC) model (Alrø & Skovsmose, 2004) and Fuentes’ (2009) framework on student communication. The aim of the intervention is to find ways for teachers to promote and support student interaction, so that students engage in all dialogic acts in the IC-model, and hence listen actively to each other and ask/answer questions. It is expected that the design will need to take into consideration how students perceive group work, how they understand the purpose of questioning and listening, what role language and/or multilingualism plays in interaction, and how teachers can cooperate with other teachers to develop their teaching. Sjöblom (2015) provided results on these issues concerning the students; so now teachers are in focus. The poster presentation has the aim of discussing insights on: 1) What kind of language do students need in order to participate in fruitful student-to-student interaction, and what do teachers need to promote this? 2) How to design tasks and support means for students, such as problem-solving strategies or communicative roles, in order to make students listen and ask mathematical questions? 3) What can other possible frameworks offer to continue the investigation?

  • 196.
    Sjöblom, Marie
    et al.
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för naturvetenskap, matematik och samhälle (NMS). Malmö universitet, Disciplinary literacy and inclusive teaching.
    Jensinger, Edward
    Att integrera digitalisering och kollegialt lärande: om skolutveckling2020Bok (Annet vitenskapelig)
    Abstract [sv]

    Digitalisering och kollegialt lärande utgör två centrala, men ofta separata, delar av skolors utvecklingsarbete. Den här boken utforskar mervärdet som uppstår när dessa två delar integreras i en gemensam skolutvecklings- och lärandeprocess. Boken erbjuder en gedigen genomgång av områdena digitalisering och kollegialt lärande var för sig, samt ett integrerande perspektiv. Del ett introducerar tre skolutvecklingsprojekt som sedan följer med genom bokens alla delar. Del två, om digitalisering, tar sin utgångspunkt i skolans styrdokument och identifierar fem nyckelprocesser som samverkar i digitaliseringen av skolan. Därtill diskuteras teknikinvesteringar utifrån frågor som rör ekonomi, ägandenytta och vanliga misstag. Del tre, om professionsutveckling, djupdyker i begreppet kollegialt lärande utifrån aktuell forskning. Särskild fokus läggs på struktur och organisering av den kollegiala processen och vikten av samarbete mellan professionsgrupper. Slutligen knyter del fyra samman områdena digitalisering och kollegialt lärande och analyserar hur möjligheter för integreringsvinster kan skapas. Boken vänder sig alla som arbetar med skolans utvecklingsprocesser: skolchefer, skolledare, lärare, IT-pedagoger och bibliotekarier. Dessutom vänder den sig till lärarutbildare, rektorsutbildare, politiker och beslutsfattare inom utbildningssektorn.

  • 197.
    Sjöblom, Marie
    et al.
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för naturvetenskap, matematik och samhälle (NMS). Malmö universitet, Disciplinary literacy and inclusive teaching.
    Meaney, Tamsin
    Western Norway University of Applied Sciences, Bergen, Norway.
    "I am part of the group, the others listen to me": theorising productive listening in mathematical group work2021Inngår i: Educational Studies in Mathematics, ISSN 0013-1954, E-ISSN 1573-0816, Vol. 107, s. 565-581Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Although group work is considered beneficial for problem solving, the listening that is needed for jointly solving mathematical problems is under-researched. In this article, the usefulness of two communication frameworks for understanding students' listening is examined, using data from an educational design research study in an upper secondary mathematics classroom in Sweden. From the analysis, it was apparent that these frameworks did not provide sufficient information about the complexity of listening in this context. Consequently, a new framework, "productive listening," is described which focuses on observable features connected to students' ability to show willingness to listen and to request listening from others. This framework included the purpose for listening, connected to problem-solving stages, and social aspects to do with respecting the speaker's contribution as being valuable and feeling that one's own contribution would be listened to. These two aspects are linked to socio-mathematical norms about expecting to listen to others' mathematical thinking and to ask clarifying questions about this thinking. By using this framework on the data from the earlier study, it was possible to better understand the complexity of listening in group work about mathematical problem solving.

    Fulltekst (pdf)
    fulltext
  • 198.
    Sjöblom, Marie
    et al.
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för naturvetenskap, matematik och samhälle (NMS). Malmö universitet, Disciplinary literacy and inclusive teaching.
    Valero, Paola
    Stockholm University.
    Olander, Clas
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för naturvetenskap, matematik och samhälle (NMS). Malmö universitet, Disciplinary literacy and inclusive teaching.
    Teachers’ noticing to promote students’ mathematical dialogue in group work2023Inngår i: Journal of Mathematics Teacher Education, ISSN 1386-4416, E-ISSN 1573-1820, Vol. 26, nr 4, s. 509-531Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    How can teachers refne their strategies for purposefully engaging students in mathematicaldiscussions when students are working in groups and the teacher enters an ongoing groupconversation? In three educational design research cycles, four teachers collaborated witha researcher for one year to analyse, design and evaluate strategies for engaging students insmall-group mathematical discussions. The idea of noticing (Mason in Researching yourown practice: the discipline of noticing, RoutledgeFalmer, London, 2002; Sherin et al. inMathematics teacher noticing: seeing through teachers’ eyes, Taylor & Francis, New York,2011) was used to organize the fndings—by paying attention to aspects in the mathematical discussions and interpreting the interactions, teachers could together refne their ownactions/responses to better support students’ work. The Inquiry Co-operation Model ofAlrø and Skovsmose (Dialogue and learning in mathematics education: intention, refection, critique, Kluwer Academic Publishers, Dordrecht, 2004) was used as a theoreticalbase for understanding qualities in mathematical discussions. Ehrenfeld and Horn’s (EducStud Math 103(7):251–272, 2020) model of initiation-entry-focus-exit and participationwas for interpreting and organizing the fndings on teachers’ actions. The results show thatteachers became more aware of the importance of explicit instructions and their own role asfacilitators of mathematical questions to students, by directing specifc mathematical questions to all students within the groups. In this article, by going back and forth between whathappened in the teachers’ professional development group and in the classrooms, it waspossible to simultaneously follow the teachers’ development processes and what changedin students’ mathematical discussions.

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    fulltext
  • 199. Sofkova Hashemi, Sylvana
    et al.
    Player-Kor, Catarina
    Wennås Brante, Eva
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för kultur, språk och medier (KSM). Malmö universitet, Disciplinary literacy and inclusive teaching.
    Franck, Olof
    von Otter, Ann-Marie
    Pihl, Anna-Lena
    Lärarutbildningen och den digitala kompetensen2019Inngår i: Vetenskaplighet i högre utbildning: Exempel från lärarutbildning / [ed] Olof Franck, Studentlitteratur AB, 2019, s. 261-290Kapittel i bok, del av antologi (Annet vitenskapelig)
    Abstract [sv]

    I det här kapitlet beskriver vi ett utvecklingsprojekt kring frågor om lärares digitala kompetens. Bakgrunden till projektet är de förändrade läroplansskrivningarna gällande digital kompetens (Skolverket, 2018). Vår studie visar att lärarstudenterna erbjuds att utveckla sin digitala kompetens på ett avgränsat, snarare än ett systematiskt sätt. Lärarstudenterna möter ett blandat kursinnehåll kring digitalisering i samhället och utbildning genom enstaka inslag i kurser snarare än en precis idé om lärares professionella digitala kompetens. Det lärarstudenterna främst efterfrågar är mer innehåll kring praktiskt och didaktiskt användande av digital teknik i skolpraktik. Studien pekar vidare på vikten av att fånga upp samt nyansera nyantagna studenters föreställningar om elevens digitala kompetens. På så vis skulle digitaliseringen kunna figurera som en naturlig del i lärarutbildningen snarare än något nytt och främmande.

  • 200.
    Sofkova Hashemi, Sylvana
    et al.
    Göteborgs universitet, Göteborg, Sverige.
    Wennås Brante, Eva
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för kultur, språk och medier (KSM). Malmö universitet, Disciplinary literacy and inclusive teaching.
    Cederlund, Katarina
    Högskolan i Väst, Trollhättan, Sverige.
    Godhe, Anna-Lena
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för kultur, språk och medier (KSM).
    Magnusson, Petra
    Högskolan Kristianstad, Kristianstad, Sverige.
    Stenliden, Linnea
    Linköping universitet, Linköping, Sverige.
    Svärdemo Åberg, Eva
    Stockholms universitet, Stockholm, Sverige.
    Åkerfeldt, Anna
    Stockholms universitet, Stockholm, Sverige.
    Digitala textkompetenser och undervisning: En metatolkande syntes av forskningsstudier om texter, information och multimodalitet i skolan2020Inngår i: Trettonde nationella konferenseni svenska med didaktisk inriktning: Bildning, utbildning, fortbildning. Linköping 22–23 november 2018 / [ed] Maritha Johansson; Bengt-Göran Martinsson; Suzanne Parmenius Swärd, Linköping: SMDI - Nationella nätverket för svenska med didaktisk inriktning , 2020, s. 270-286Konferansepaper (Fagfellevurdert)
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