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  • 1.
    Bergqvist, Ewa
    et al.
    Umeå universitet, Umeå forskningscentrum för matematikdidaktik (UFM).
    Bergqvist, Tomas
    Umeå universitet, Umeå forskningscentrum för matematikdidaktik (UFM).
    Boesen, Jesper
    Umeå universitet, Umeå forskningscentrum för matematikdidaktik (UFM).
    Helenius, Ola
    Örebro universitet.
    Lithner, Johan
    Umeå universitet, Umeå forskningscentrum för matematikdidaktik (UFM).
    Palm, Torulf
    Umeå universitet, Umeå forskningscentrum för matematikdidaktik (UFM).
    Palmberg, Björn
    Umeå universitet, Umeå forskningscentrum för matematikdidaktik (UFM).
    Matematikutbildningens mål och undervisningens ändamålsenlighet: Grundskolan våren 20092009Report (Other academic)
  • 2.
    Bergqvist, Ewa
    et al.
    Umeå universitet, Umeå forskningscentrum för matematikdidaktik (UFM).
    Bergqvist, Tomas
    Umeå universitet, Umeå forskningscentrum för matematikdidaktik (UFM).
    Boesen, Jesper
    Umeå universitet, Umeå forskningscentrum för matematikdidaktik (UFM).
    Helenius, Ola
    Örebro universitet.
    Lithner, Johan
    Umeå universitet, Umeå forskningscentrum för matematikdidaktik (UFM).
    Palm, Torulf
    Umeå universitet, Umeå forskningscentrum för matematikdidaktik (UFM).
    Palmberg, Björn
    Umeå universitet, Umeå forskningscentrum för matematikdidaktik (UFM).
    Matematikutbildningens mål och undervisningens ändamålsenlighet: Gymnasiet hösten 20092010Report (Other academic)
  • 3.
    Bergqvist, Tomas
    et al.
    Umeå universitet, Institutionen för tillämpad utbildningsvetenskap.
    Boesen, Jesper
    NCM, Göteborg.
    Nyroos, Mikaela
    Umeå universitet, Pedagogiska institutionen.
    Vad vet vi om hur matematiklärare arbetar för att utveckla elevers matematikkunskaper?2010Report (Other academic)
  • 4.
    Boesen, Jesper
    Umeå universitet, Beteendevetenskapliga mätningar.
    Bedömarreliabilitet: Med fokus på aspektbedömningen i det nationella B-kursprovet i matematik våren 20022004Report (Other academic)
  • 5.
    Boesen, Jesper
    Umeå University.
    Implementing a creative competence2005In: Proceedings of the Third International SweMaS Conference Umeå, October 14-15, 2003 / [ed] Torulf Palm, Umeå: Department of Educational Measurement, Umeå University , 2005, p. 121-130Conference paper (Refereed)
  • 6. Boesen, Jesper
    Mathematical creativity - is it assessed in teacher made tests?2011In: 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, p. 239-256Chapter in book (Other academic)
  • 7. Boesen, Jesper
    Teacher beliefs on effects of national tests in mathematics for the Swedish upper secondary school2003Conference paper (Refereed)
  • 8.
    Boesen, Jesper
    Umeå universitet, Institutionen för matematik och matematisk statistik.
    The national course tests’ impact on teachers’ written classroom assessment2006Report (Other academic)
  • 9. Boesen, Jesper
    Vilken typ av kunskap (ut)värderas i skolmatematiken?2009In: Matematikdidaktiska frågor: resultat från en forskarskola / [ed] G. Brandell, Göteborg: Nationellt centrum för matematikutbildning (NCM), 2009Chapter in book (Other academic)
  • 10.
    Boesen, Jesper
    Umeå universitet, Institutionen för matematik och matematisk statistik.
    Why emphasise imitative reasoning?: Teacher made tests2006Report (Other academic)
  • 11. Boesen, Jesper
    et al.
    Emanuelsson, G.Wallby, A.Wallby, K.
    Lära och undervisa matematik: internationella perspektiv2006Collection (editor) (Other academic)
  • 12.
    Boesen, Jesper
    et al.
    Centre for Educational Sciences and Teacher Research, University of Gothenburg, Gothenburg, Sweden.
    Helenius, O.
    National Centre for Mathematics Education, University of Gothenburg, Gothenburg, Sweden.
    Johansson, B.
    National Centre for Mathematics Education, University of Gothenburg, Gothenburg, Sweden.
    National-scale professional development in Sweden: theory, policy, practice2015In: ZDM - the International Journal on Mathematics Education, ISSN 1863-9690, E-ISSN 1863-9704, Vol. 47, no 1, p. 129-141Article in journal (Refereed)
    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.

  • 13.
    Boesen, Jesper
    et al.
    University of Gothenburg.
    Helenius, Ola
    University of Gothenburg.
    Améliorer l’enseignement des mathématiques: Le cas de la Suède2009In: Revue internationale d'éducation Sèvres, ISSN 1254-4590, E-ISSN 2261-4265, Vol. 51, p. 91-101Article in journal (Refereed)
    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.

  • 14.
    Boesen, Jesper
    et al.
    Göteborgs universitet.
    Helenius, Ola
    Göteborgs universitet och Örebro universitet.
    Bergqvist, Ewa
    Umeå universitet, Institutionen för naturvetenskapernas och matematikens didaktik.
    Bergqvist, Tomas
    Umeå universitet, Umeå forskningscentrum för matematikdidaktik (UFM).
    Lithner, Johan
    Umeå universitet, Institutionen för naturvetenskapernas och matematikens didaktik.
    Palm, Torulf
    Umeå universitet, Institutionen för naturvetenskapernas och matematikens didaktik.
    Palmberg, Björn
    Umeå universitet, Institutionen för matematik och matematisk statistik.
    Developing mathematical competence: from the intended to the enacted curriculum2014In: Journal of Mathematical Behavior, ISSN 0732-3123, E-ISSN 1873-8028, Vol. 33, p. 72-87Article in journal (Refereed)
    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. 

  • 15. Boesen, Jesper
    et al.
    Hellström, Timo
    Lindström, Jan-Olof
    Provbanksförsök fysik A och B samt matematik D våren 19981998Book (Other academic)
  • 16.
    Boesen, Jesper
    et al.
    Umeå universitet, Institutionen för matematik och matematisk statistik.
    Lithner, Johan
    Palm, T.
    The relation between test task requirements and the reasoning used by students: an analysis of an authentic national test situation2005Report (Other academic)
  • 17.
    Boesen, Jesper
    et al.
    Jönköping University, School of Education and Communication, HLK, Praktiknära utbildningsforskning (PUF), Mathematics Education Research. National Center for Mathematics Education, University of Gothenburg, Göteborg, Sweden.
    Lithner, Johan
    Umeå Mathematics Education Research Centre, Umeå University, Umeå, Sweden.
    Palm, Torulf
    Umeå Mathematics Education Research Centre, Umeå University, Umeå, Sweden.
    Assessing mathematical competencies: an analysis of Swedish national mathematics tests2018In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 62, no 1, p. 109-124Article in journal (Refereed)
    Abstract [en]

    Internationally, education reform has been directed towards describing educational goals that go beyond topic and content descriptions. The idea of mathematical competencies describes such goals. National tests have been seen as one way of communicating these goals and influence teaching. The present study analyses Swedish national tests in mathematics, and seeks evidence about the extent to which they represent these competencies and may play a role in reforming teaching. The results show that the national tests assess all competencies. However, the study also shows a limited focus on the competencies’ interpretation and evaluation aspects. Thus, the tests do not fully capture the complex nature of the competencies. This may cloud the reform message and restrict the possibilities for the tests to function as levers for reform.

  • 18.
    Boesen, Jesper
    et al.
    Umeå universitet, Umeå forskningscentrum för matematikdidaktik (UFM).
    Lithner, Johan
    Umeå universitet, Institutionen för naturvetenskapernas och matematikens didaktik.
    Palm, Torulf
    Umeå universitet, Institutionen för naturvetenskapernas och matematikens didaktik.
    The relation between types of assessment tasks and the mathematical reasoning students use2010In: Educational Studies in Mathematics, ISSN 0013-1954, E-ISSN 1573-0816, Vol. 75, no 1, p. 89-105Article in journal (Refereed)
    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.

  • 19.
    Boesen, Jesper
    et al.
    Umeå universitet, Institutionen för matematik och matematisk statistik.
    Palm, Torulf
    Umeå universitet, Institutionen för matematik och matematisk statistik.
    Vilka typer av resonemang (ut)värderas i skolmatematiken?: En analys av svenska gymnasieprov2005Conference paper (Refereed)
  • 20. Liljekvist, Yvonne
    et al.
    Mellroth, Elisabet
    Olsson, Jan
    Umeå universitet, Institutionen för naturvetenskapernas och matematikens didaktik.
    Boesen, Jesper
    Conceptualizing a local instruction theory in design research2017In: 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, p. 119-128Conference paper (Refereed)
    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.

  • 21.
    Lithner, Johan
    et al.
    Umeå universitet, Institutionen för naturvetenskapernas och matematikens didaktik.
    Bergqvist, Ewa
    Umeå universitet, Institutionen för matematik och matematisk statistik.
    Bergqvist, Tomas
    Umeå universitet, Institutionen för tillämpad utbildningsvetenskap.
    Boesen, Jesper
    Umeå universitet, Umeå forskningscentrum för matematikdidaktik (UFM).
    Palm, Torulf
    Umeå universitet, Institutionen för naturvetenskapernas och matematikens didaktik.
    Palmberg, Björn
    Umeå universitet, Institutionen för matematik och matematisk statistik.
    Mathematical competencies: A research framework2010In: Mathematics and mathematics education: Cultural and social dimensions / [ed] Bergsten, Jablonka & Wedege, Linköping, Sweden: Svensk förening för matematikdidaktisk forskning, SMDF , 2010, p. 157-167Conference paper (Refereed)
  • 22. Palm, T.
    et al.
    Boesen, Jesper
    Lithner, J.
    The demands on mathematical reasoning in upper secondary level assessments2004Report (Other academic)
  • 23.
    Palm, Torulf
    et al.
    Umeå universitet, Umeå forskningscentrum för matematikdidaktik (UFM).
    Boesen, Jesper
    National Center for Mathematics Education, University of Gothenburg.
    Lithner, Johan
    Umeå universitet, Umeå forskningscentrum för matematikdidaktik (UFM).
    Mathematical reasoning requirements in Swedish upper secondary level assessments2011In: Mathematical Thinking and Learning, ISSN 1098-6065, E-ISSN 1532-7833, Vol. 13, no 3, p. 221-246Article in journal (Refereed)
    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.

  • 24. Palm, Torulf
    et al.
    Boesen, Jesper
    Umeå universitet, Institutionen för matematik och matematisk statistik.
    Lithner, Johan
    The requirements of mathematical reasoning in upper secondary level assessments2005Report (Other academic)
1 - 24 of 24
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