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Boesen, Jesper
Publikasjoner (10 av 23) Visa alla publikasjoner
Liljekvist, Y., Mellroth, E., Olsson, J. & Boesen, J. (2017). Conceptualizing a local instruction theory in design research. In: Johan Häggström, Eva Norén, Jorryt van Bommel, Judy Sayers, Ola Helenius, Yvonne Liljekvist (Ed.), ICT in mathematics education: the future and the realities: Proceedings of MADIF10. Paper presented at The tenth research seminar of the Swedish Society for Research in Mathematics Education. Karlstad, January 26–27, 2016 (pp. 119-128). Göteborg: Svensk förening för MatematikDidaktisk Forskning - SMDF
Åpne denne publikasjonen i ny fane eller vindu >>Conceptualizing a local instruction theory in design research
2017 (engelsk)Inngår i: ICT in mathematics education: the future and the realities: Proceedings of MADIF10 / [ed] Johan Häggström, Eva Norén, Jorryt van Bommel, Judy Sayers, Ola Helenius, Yvonne Liljekvist, Göteborg: Svensk förening för MatematikDidaktisk Forskning - SMDF , 2017, s. 119-128Konferansepaper, Publicerat paper (Fagfellevurdert)
Abstract [en]

This is a report on the discussions (and post-re ections) of the MADIF10 symposium ”Conceptualizing a local instructional theory in design research”. Linking the discus- sion to Koeno Gravemeijer’s keynote at MADIF9 and drawing on di erent ongoing research projects, the aim of the symposium was to discuss [examples of] the opera- tionalization of design principles in order to deepen the understanding of some theo- retical concepts in design research. The contribution of the symposium is the inter- pretation of how local instruction theory interrelates with other concepts in design research, for instance, the hypothetical learning trajectory. The role of the concepts as both design tools and as outcomes was presented and discussed.

sted, utgiver, år, opplag, sider
Göteborg: Svensk förening för MatematikDidaktisk Forskning - SMDF, 2017
HSV kategori
Forskningsprogram
matematikdidaktik
Identifikatorer
urn:nbn:se:hj:diva-41298 (URN)978-91-984024-0-7 (ISBN)
Konferanse
The tenth research seminar of the Swedish Society for Research in Mathematics Education. Karlstad, January 26–27, 2016
Tilgjengelig fra: 2017-05-28 Laget: 2018-08-30bibliografisk kontrollert
Boesen, J., Helenius, O. & Johansson, B. (2015). National-scale professional development in Sweden: theory, policy, practice. ZDM - the International Journal on Mathematics Education, 47(1), 129-141
Åpne denne publikasjonen i ny fane eller vindu >>National-scale professional development in Sweden: theory, policy, practice
2015 (engelsk)Inngår i: ZDM - the International Journal on Mathematics Education, ISSN 1863-9690, E-ISSN 1863-9704, Vol. 47, nr 1, s. 129-141Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

From 2012 to 2016 all teachers of mathematics, in primary through to upper secondary and adult education, in Sweden are to be given the opportunity of receiving state-coordinated professional development (PD), generally involving around one meeting per week for a year. We examine the ways in which this programme and its content are research-based by analysing the design principles of the PD and its content via a review of the underlying documents. We find that the research base for the design of the PD decisions is formulated only partly explicitly in the documentation, as is the case for the content. Nevertheless, the principles still largely conform to internationally recognised research-based models for PD and teacher change. In the discussion we propose that a relatively open design process, involving many stakeholders with knowledge of both theory and practice rather than an analytical examination of previous research, has contributed to the adoption of this format for the PD programme.

sted, utgiver, år, opplag, sider
Springer, 2015
HSV kategori
Identifikatorer
urn:nbn:se:hj:diva-41381 (URN)10.1007/s11858-014-0653-4 (DOI)000355744700011 ()2-s2.0-84939651693 (Scopus ID)
Tilgjengelig fra: 2018-09-07 Laget: 2018-09-07 Sist oppdatert: 2018-09-07bibliografisk kontrollert
Boesen, J., Helenius, O., Bergqvist, E., Bergqvist, T., Lithner, J., Palm, T. & Palmberg, B. (2014). Developing mathematical competence: from the intended to the enacted curriculum. Journal of Mathematical Behavior, 33, 72-87
Åpne denne publikasjonen i ny fane eller vindu >>Developing mathematical competence: from the intended to the enacted curriculum
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2014 (engelsk)Inngår i: Journal of Mathematical Behavior, ISSN 0732-3123, E-ISSN 1873-8028, Vol. 33, s. 72-87Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

This study investigates the impact of a national reform in Sweden introducing mathematical competency goals. Data were gathered through interviews, classroom observations, and online surveys with nearly 200 teachers. Contrasting to most studies of this size, qualitative analyses were conducted. The results show that teachers are positive to the message, but the combination of using national curriculum documents and national tests to convey the reform message has not been sufficient for teachers to identify the meaning of the message. Thus, the teachers have not acquired the functional knowledge of the competence message required to modify their teaching in alignment with the reform. The results indicate that for complex reform messages, such as the competency message, to have intended impact on classroom practice, special attention needs to be put on the clarity of the message. To have high-stakes tests, for example, does not alone seem to be sufficient. 

sted, utgiver, år, opplag, sider
JAI Press Ltd, 2014
Emneord
Mathematical competence Interpretation of competency goals Reform Learning opportunities, Classroom observation, Teacher interviews, Conceptual belief change
HSV kategori
Forskningsprogram
matematikdidaktik
Identifikatorer
urn:nbn:se:hj:diva-41299 (URN)10.1016/j.jmathb.2013.10.001 (DOI)
Prosjekter
Nationella matematikprov som katalysator för implementering av utbildningsreformer
Forskningsfinansiär
Swedish Research Council, 2007-375-50893-28
Tilgjengelig fra: 2013-11-12 Laget: 2018-08-30bibliografisk kontrollert
Boesen, J. (2011). Mathematical creativity - is it assessed in teacher made tests?. In: J. Emanuelsson, L. Fainsilber, J. Häggström, A. Kullberg, B. Lindström & M. Löwing (Ed.), Voices on learning and instruction in mathematics: (pp. 239-256). Göteborg: Nationellt centrum för matematikutbildning (NCM)
Åpne denne publikasjonen i ny fane eller vindu >>Mathematical creativity - is it assessed in teacher made tests?
2011 (engelsk)Inngår i: Voices on learning and instruction in mathematics / [ed] J. Emanuelsson, L. Fainsilber, J. Häggström, A. Kullberg, B. Lindström & M. Löwing, Göteborg: Nationellt centrum för matematikutbildning (NCM), 2011, s. 239-256Kapittel i bok, del av antologi (Annet vitenskapelig)
sted, utgiver, år, opplag, sider
Göteborg: Nationellt centrum för matematikutbildning (NCM), 2011
HSV kategori
Identifikatorer
urn:nbn:se:hj:diva-41382 (URN)978-91-85143-20-7 (ISBN)
Tilgjengelig fra: 2018-09-07 Laget: 2018-09-07 Sist oppdatert: 2018-09-07bibliografisk kontrollert
Palm, T., Boesen, J. & Lithner, J. (2011). Mathematical reasoning requirements in Swedish upper secondary level assessments. Mathematical Thinking and Learning, 13(3), 221-246
Åpne denne publikasjonen i ny fane eller vindu >>Mathematical reasoning requirements in Swedish upper secondary level assessments
2011 (engelsk)Inngår i: Mathematical Thinking and Learning, ISSN 1098-6065, E-ISSN 1532-7833, Vol. 13, nr 3, s. 221-246Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

We investigate the mathematical reasoning required to solve the tasks in the Swedish national tests and a random selection of Swedish teacher-made tests. The results show that only a small proportion of the tasks in the teacher-made tests require the students to produce new reasoning and to consider the intrinsic mathematical properties involved in the tasks. In contrast, the national tests include a large proportion of tasks for which memorization of facts and procedures are not sufficient. The conditions and constraints under which the test development takes place indicate some of the reasons for this discrepancy and difference in alignment with the reform documents.

sted, utgiver, år, opplag, sider
Taylor & Francis, 2011
HSV kategori
Forskningsprogram
matematikdidaktik
Identifikatorer
urn:nbn:se:hj:diva-41300 (URN)10.1080/10986065.2011.564994 (DOI)000293191200003 ()
Tilgjengelig fra: 2011-03-11 Laget: 2018-08-30bibliografisk kontrollert
Bergqvist, E., Bergqvist, T., Boesen, J., Helenius, O., Lithner, J., Palm, T. & Palmberg, B. (2010). Matematikutbildningens mål och undervisningens ändamålsenlighet: Gymnasiet hösten 2009. Göteborg: NCM
Åpne denne publikasjonen i ny fane eller vindu >>Matematikutbildningens mål och undervisningens ändamålsenlighet: Gymnasiet hösten 2009
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2010 (svensk)Rapport (Annet vitenskapelig)
sted, utgiver, år, opplag, sider
Göteborg: NCM, 2010. s. 71
HSV kategori
Forskningsprogram
matematikdidaktik
Identifikatorer
urn:nbn:se:hj:diva-41301 (URN)
Tilgjengelig fra: 2011-03-01 Laget: 2018-08-30bibliografisk kontrollert
Lithner, J., Bergqvist, E., Bergqvist, T., Boesen, J., Palm, T. & Palmberg, B. (2010). Mathematical competencies: A research framework. In: Bergsten, Jablonka & Wedege (Ed.), Mathematics and mathematics education: Cultural and social dimensions. Paper presented at The seventh mathematics education research seminar, Stockholm, January 26-27, 2010 (pp. 157-167). Linköping, Sweden: Svensk förening för matematikdidaktisk forskning, SMDF
Åpne denne publikasjonen i ny fane eller vindu >>Mathematical competencies: A research framework
Vise andre…
2010 (engelsk)Inngår i: Mathematics and mathematics education: Cultural and social dimensions / [ed] Bergsten, Jablonka & Wedege, Linköping, Sweden: Svensk förening för matematikdidaktisk forskning, SMDF , 2010, s. 157-167Konferansepaper, Publicerat paper (Fagfellevurdert)
sted, utgiver, år, opplag, sider
Linköping, Sweden: Svensk förening för matematikdidaktisk forskning, SMDF, 2010
Serie
Skrifter från Svensk förening för matematikdidaktisk forskning, SMDF, ISSN 1651-3274 ; 7
HSV kategori
Forskningsprogram
matematikdidaktik
Identifikatorer
urn:nbn:se:hj:diva-41302 (URN)91-973934-6-0 (ISBN)
Konferanse
The seventh mathematics education research seminar, Stockholm, January 26-27, 2010
Tilgjengelig fra: 2010-10-28 Laget: 2018-08-30bibliografisk kontrollert
Boesen, J., Lithner, J. & Palm, T. (2010). The relation between types of assessment tasks and the mathematical reasoning students use. Educational Studies in Mathematics, 75(1), 89-105
Åpne denne publikasjonen i ny fane eller vindu >>The relation between types of assessment tasks and the mathematical reasoning students use
2010 (engelsk)Inngår i: Educational Studies in Mathematics, ISSN 0013-1954, E-ISSN 1573-0816, Vol. 75, nr 1, s. 89-105Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

The relation between types of tasks and the mathematical reasoning used by students trying to solve tasks in a national test situation is analyzed. The results show that when confronted with test tasks that share important properties with tasks in the textbook the students solved them by trying to recall facts or algorithms. Such test tasks did not require conceptual understanding. In contrast, test tasks that do not share important properties with the textbook mostly elicited creative mathematically founded reasoning. In addition, most successful solutions to such tasks were based on this type of reasoning.

sted, utgiver, år, opplag, sider
Springer, 2010
Emneord
mathematical reasoning, task characteristics, assessment, learning difficulties
HSV kategori
Forskningsprogram
matematikdidaktik
Identifikatorer
urn:nbn:se:hj:diva-41303 (URN)10.1007/s10649-010-9242-9 (DOI)000292148800005 ()
Tilgjengelig fra: 2010-09-03 Laget: 2018-08-30bibliografisk kontrollert
Bergqvist, T., Boesen, J. & Nyroos, M. (2010). Vad vet vi om hur matematiklärare arbetar för att utveckla elevers matematikkunskaper?. Göteborg: NCM, Göteborgs universitet
Åpne denne publikasjonen i ny fane eller vindu >>Vad vet vi om hur matematiklärare arbetar för att utveckla elevers matematikkunskaper?
2010 (svensk)Rapport (Annet vitenskapelig)
sted, utgiver, år, opplag, sider
Göteborg: NCM, Göteborgs universitet, 2010. s. 59
HSV kategori
Forskningsprogram
matematikdidaktik
Identifikatorer
urn:nbn:se:hj:diva-41304 (URN)
Tilgjengelig fra: 2018-08-30 Laget: 2018-08-30 Sist oppdatert: 2018-08-30bibliografisk kontrollert
Boesen, J. & Helenius, O. (2009). Améliorer l’enseignement des mathématiques: Le cas de la Suède. Revue internationale d'éducation Sèvres, 51, 91-101
Åpne denne publikasjonen i ny fane eller vindu >>Améliorer l’enseignement des mathématiques: Le cas de la Suède
2009 (fransk)Inngår i: Revue internationale d'éducation Sèvres, ISSN 1254-4590, E-ISSN 2261-4265, Vol. 51, s. 91-101Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [fr]

L’article présente le plan d’action suédois pour les mathématiques lancé par le gouvernement suédois en 2003 et qui couvre l’ensemble du système éducatif : préscolaire, enseignement obligatoire, secondaire supérieur, secondaire pour les adultes, enseignement supérieur général et formation des adultes. Ce plan vise à développer l’image des mathématiques et l’intérêt pour la discipline ; à former et à renforcer les compétences des enseignants qualifiés grâce à la formation initiale et continue ; à accompagner les enseignants et les établissements pour améliorer leur enseignement et l’apprentissage ; à mettre constamment l’accent sur les objectifs, les finalités, les contenus et les évaluations de l’enseignement des mathématiques. Plusieurs actions et initiatives ont été engagées au niveau national. Les mathématiques y sont conçues comme un pont vers de nombreux autres éléments de l’enseignement scientifique. Les auteurs s’attachent à montrer l’apport des mathématiques dans l’apprentissage.

Abstract [en]

This article presents the Swedish action plan for mathematics: the reasons for launching it, its main objectives, and how it was carried out. The authors put forward a fresh view of what mathematics can contribute at school. The action plan aims to generate interest in mathematics among both pupils and the general public. The authors present the actions taken since the action plan was introduced, along with examples of ongoing initiatives.

sted, utgiver, år, opplag, sider
Centre International d'Etudes Pedagogiques, 2009
Emneord
apprentissage, citoyenneté, contenu d’enseignement, curriculum, enseignant, enseignement, enseignement des sciences, évaluation, formation des enseignants, mathématiques, pédagogie, PISA : programme international pour le suivi des acquis des élèves, réforme, réforme de l’enseignement, sciences
HSV kategori
Identifikatorer
urn:nbn:se:hj:diva-41379 (URN)
Tilgjengelig fra: 2018-09-07 Laget: 2018-09-07 Sist oppdatert: 2018-09-07bibliografisk kontrollert