- Stockholm University, Department of Education, Faculty Memberadd
- I work in Mathematics (Teacher) Education at Mälardalen and Stockholm Universities. Currently, I focus most of my res... moreI work in Mathematics (Teacher) Education at Mälardalen and Stockholm Universities. Currently, I focus most of my research activity on the TRACE-project, where we follow mathematics student teachers into the profession. Furthermore, I head up the doctoral school REMATH.edit
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Sobre la base de dos casos de modelos matematicos aplicados a problemas autenticos, sugerire algunas consecuencias de usar las matematicas. Para ver si las reflexiones sobre estos asuntos se pueden introducir en el aula observe algunos... more
Sobre la base de dos casos de modelos matematicos aplicados a problemas autenticos, sugerire algunas consecuencias de usar las matematicas. Para ver si las reflexiones sobre estos asuntos se pueden introducir en el aula observe algunos cursos de modelado en escuelas danesas de educacion superior. Encontre que las reflexiones eran realizadas en unas pocas circunstancias aisladas, y que generalmente estaban separadas de la actividad de modelaje de los estudiantes. Sin embargo, observe algunas diferencias interesantes entre dos de los cursos. En uno, las experiencias a partir del modelaje estaban en alguna medida influyendo las reflexiones que los estudiantes adelantaban. En el otro, las reflexiones sobre modelos eran claramente opuestas tanto al modelaje como a la actividad matematica de los estudiantes -opuesta en contenido lo mismo que como tipo de discurso.
Research Interests: Philosophy and Humanities
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Sobre la base de dos casos de modelos matematicos aplicados a problemas autenticos, sugerire algunas consecuencias de usar las matematicas. Para ver si las reflexiones sobre estos asuntos se pueden introducir en el aula observe algunos... more
Sobre la base de dos casos de modelos matematicos aplicados a problemas autenticos, sugerire algunas consecuencias de usar las matematicas. Para ver si las reflexiones sobre estos asuntos se pueden introducir en el aula observe algunos cursos de modelado en escuelas danesas de educacion superior. Encontre que las reflexiones eran realizadas en unas pocas circunstancias aisladas, y que generalmente estaban separadas de la actividad de modelaje de los estudiantes. Sin embargo, observe algunas diferencias interesantes entre dos de los cursos. En uno, las experiencias a partir del modelaje estaban en alguna medida influyendo las reflexiones que los estudiantes adelantaban. En el otro, las reflexiones sobre modelos eran claramente opuestas tanto al modelaje como a la actividad matematica de los estudiantes -opuesta en contenido lo mismo que como tipo de discurso.
Research Interests: Philosophy and Humanities
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The content theme of TSG9 has played a prominent role at all ICMEs? However in reviewing developments in the field we can note shifts in emphasis within the educational debate about this topic. Some of the main trends in the eighties were... more
The content theme of TSG9 has played a prominent role at all ICMEs? However in reviewing developments in the field we can note shifts in emphasis within the educational debate about this topic. Some of the main trends in the eighties were summarized and discussed in Blum and Niss(1991).
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Conceptualization and the practice of alternative assessments in the context of general assessment practices in mathematics have wide-ranging significance to learning and teaching. Yet little is known about how South African teachers... more
Conceptualization and the practice of alternative assessments in the context of general assessment practices in mathematics have wide-ranging significance to learning and teaching. Yet little is known about how South African teachers choose assessment tasks and how it links to their teaching. This paper reports on a case study of five grade 10 mathematics teachers, chosen from five different schools. Data were collected through interviews and analysis of samples of assessments. Ernest's categorization of educators’ philosophies and Boesen's classification of competences were used as theoretical frameworks for the analysis of samples of assessments and interviews. The educators’ choice of alternative assessment strategies was found to be more of a gesture of compliance with what has been advocated in the Outcomes-Based Education curriculum, rather than a concerted effort to embrace principles of educational reform. Though the teachers’ discourses were more inclusive of progressive perspectives on the purpose of assessments, their actual assessment practices still remained within the confines of traditional procedural tests.
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Abstract Reflecting on the last three years of AJRMSTE publications, I present my perspective on some patterns across many submissions—some of which were published, others not. Firstly, I address the ‘fidelity’ approach to educational... more
Abstract Reflecting on the last three years of AJRMSTE publications, I present my perspective on some patterns across many submissions—some of which were published, others not. Firstly, I address the ‘fidelity’ approach to educational research which I feel has dominated over other approaches. Next, I discuss the perception of constructivism which has been put forward in many contributions and criticize it for ignoring its theoretical etymology and for confusing epistemology, psychology and pedagogy. Thirdly, I challenge the authors and potential authors on what the ‘African’ in AJRMSTE may stand for, and why an African perspective is almost absent from the vast majority of contributions. Finally, I engage in brief reflections on the paradigms, research styles, theoretical orientations, and methods and the associated jargon prevalent in the research papers submitted to the journal and on my personal journey as journal editor.
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Library of Congress Cataloging-in-Publication Data Challenging perspectives on mathematics classroom communication/edited byAnnaChronaki and Ibcn Mai Christiansen. p. cm.-(International perspectives on mathematics education) Includes... more
Library of Congress Cataloging-in-Publication Data Challenging perspectives on mathematics classroom communication/edited byAnnaChronaki and Ibcn Mai Christiansen. p. cm.-(International perspectives on mathematics education) Includes bibliographical references. ISBN ...
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The starting point for this review are questions on the empirical base for theorganization of practicum. Selecting peer reviewed, empirically based articles for2001-2017, with a focus on mathematic ...
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... specialisation in mathematics (for the FET) at the University of KwaZulu-Natal includes a module on professional practice in mathematics education. ... This article describes both the progression of one action research project and, in... more
... specialisation in mathematics (for the FET) at the University of KwaZulu-Natal includes a module on professional practice in mathematics education. ... This article describes both the progression of one action research project and, in the light of this project, reflections on the ...
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This paper is a discussion paper, the main aim of which is to raise what I consider to be central questions and issues for further consideration. The paper takes as its starting point that in order to further democratic competencies,... more
This paper is a discussion paper, the main aim of which is to raise what I consider to be central questions and issues for further consideration. The paper takes as its starting point that in order to further democratic competencies, there is a need to promote critical ...
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This paper offers a tentative snapshot of Grade 6 mathematics classroom practices in Rwanda based on twenty video recorded lessons. It has an objective of investigating through evaluation, the teaching strategies used by Rwandan Grade 6... more
This paper offers a tentative snapshot of Grade 6 mathematics classroom practices in Rwanda based on twenty video recorded lessons. It has an objective of investigating through evaluation, the teaching strategies used by Rwandan Grade 6 Mathematics teachers in their classrooms. In the absence of sufficient instruments to measure Pedagogical Content Knowledge (PCK) in practice, a coding scheme was developed and applied to our video recorded lesson data, which helped us to answer our question of knowing the PCK levels of Rwandan Grade 6 Mathematics teachers. Choosing Rwanda as research site is mainly based on our will to know Grade 6 Mathematics practices in developing countries and particularly in Rwanda context where there has not been any study of this kind done before, which could add to researchers’ existing understanding of practical PCK. The findings suggest that there are differences in the extent to which practical PCK is engaged as some teachers seem more likely to use teach...
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Background: There is a growing focus in South Africa on teachers developing appropriate knowledge, skills and dispositions for teaching to support young learners’ development and learning. One such teacher development programme is the... more
Background: There is a growing focus in South Africa on teachers developing appropriate knowledge, skills and dispositions for teaching to support young learners’ development and learning. One such teacher development programme is the Advanced Certificate in Teaching for Foundation Phase teachers, offered by the University of KwaZulu-Natal (UKZN). This research sought to establish the learning of this sample of teachers as this was the first time the programme was offered at this level in South Africa and in UKZN. Aim: The study investigated the knowledge the teachers said they gained, how they acquired it and ways in which they said learning improved their classroom practices. Methods: This was a qualitative study. Data were generated from 26 participants through two rounds of focus group interviews in June 2013 and in November 2014. Data were analysed thematically using concepts of accommodation or assimilation, and practical or conceptual knowledge. Results: Respondents’ statemen...
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Within the commognitive perspective, ritual and explorative routines are used in a very particular way to distinguish students’ routines according to whether they are driven by social reward or by generating a substantiated narrative.... more
Within the commognitive perspective, ritual and explorative routines are used in a very particular way to distinguish students’ routines according to whether they are driven by social reward or by generating a substantiated narrative. Explorative routines in this theorisation may refer not to inquiry-based activity but to the result of a student’s routine moving from being process-oriented to becoming outcome-oriented, a deritualisation. Choice of tasks as well as a teacher’s moves offer students different opportunities to engage in rituals, explorative routines and deritualisations. Through nuancing the space spanned by opportunities to engage in rituals and explorative routines respectively, we describe and contrast classroom practices in three lessons from three contexts. The lessons share a commonality in encouraging explorative routines as a starting point, yet being adapted towards ritual activity through decreased openings for student agentivity, fewer invitations for student...
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In this paper, I interrogate the extent to which a current mathematics teacher education programme at University of KwaZulu-Natal prepares teachers to teach well in the regional context. In order to determine which aspects to consider in... more
In this paper, I interrogate the extent to which a current mathematics teacher education programme at University of KwaZulu-Natal prepares teachers to teach well in the regional context. In order to determine which aspects to consider in the analysis, I draw on studies of factors correlated to learner achievement in South African primary schools. First, this suggests that the consideration of context should play a strong part in our teacher education. Second, it indicates that teacher actions most strongly linked to learning-deep representations, feedback guiding learning and challenging learners on their level-only occur occasionally in KwaZulu-Natal schools, and with limited opportunity to develop mathematical proficiency. The question I raise is to what extent we prepare teachers to teach in this way, and with awareness of the context. Third, I briefly consider what other, perhaps overlooked, competencies our teachers need. In the light of Bernstein's recognition of the centr...
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Research Interests: Psychology and Pythagoras
Conceptualization and the practice of alternative assessments in the context of general assessment practices in mathematics have wide-ranging significance to learning and teaching. Yet little is known about how South African teachers... more
Conceptualization and the practice of alternative assessments in the context of general assessment practices in mathematics have wide-ranging significance to learning and teaching. Yet little is known about how South African teachers choose assessment tasks and how it links to their teaching. This paper reports on a case study of five grade 10 mathematics teachers, chosen from five different schools. Data were collected through interviews and analysis of samples of assessments. Ernest's categorization of educators’ philosophies and Boesen's classification of competences were used as theoretical frameworks for the analysis of samples of assessments and interviews. The educators’ choice of alternative assessment strategies was found to be more of a gesture of compliance with what has been advocated in the Outcomes-Based Education curriculum, rather than a concerted effort to embrace principles of educational reform. Though the teachers’ discourses were more inclusive of progressive perspectives on the purpose of assessments, their actual assessment practices still remained within the confines of traditional procedural tests.
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Abstract: As the first country in the world, South Africa is introducing Mathematical Literacy as a school subject. The South African National Curriculum Statement (NCS) for Mathematical Literacy is part of a progressive agenda for... more
Abstract: As the first country in the world, South Africa is introducing Mathematical Literacy as a school subject. The South African National Curriculum Statement (NCS) for Mathematical Literacy is part of a progressive agenda for transformation towards ...
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Thank you for reading come hell or high water. Maybe you have knowledge that, people have look numerous times for their favorite novels like this come hell or high water, but end up in infectious downloads. Rather than enjoying a good... more
Thank you for reading come hell or high water. Maybe you have knowledge that, people have look numerous times for their favorite novels like this come hell or high water, but end up in infectious downloads. Rather than enjoying a good book with a cup of coffee in the afternoon, instead they are facing with some harmful bugs inside their laptop. come hell or high water is available in our book collection an online access to it is set as public so you can get it instantly. Our book servers saves in multiple countries, allowing you to get the most less latency time to download any of our books like this one. Merely said, the come hell or high water is universally compatible with any devices to read.
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The National Curriculum Statement (NCS) for Mathematical Literacy (ML) is part of a progressive agenda for increased democracy and social justice. It claims that the new school subject Mathematical Literacy will provide learners with... more
The National Curriculum Statement (NCS) for Mathematical Literacy (ML) is part of a progressive agenda for increased democracy and social justice. It claims that the new school subject Mathematical Literacy will provide learners with awareness and understanding of the role that mathematics plays in the modern world. However, the analysis developed in this paper indicates that the superficial engagement with complex applications of mathematics implied by the ML NCS is not likely to live up to its claim. In addition, we do not understand enough about the connections between mathematical, technological and reflective knowledge/knowing/competencies to know how to facilitate the awareness and understanding that is part of the vision of the ML NCS.
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Library of Congress Cataloging-in-Publication Data Challenging perspectives on mathematics classroom communication/edited byAnnaChronaki and Ibcn Mai Christiansen. p. cm.-(International perspectives on mathematics education) Includes... more
Library of Congress Cataloging-in-Publication Data Challenging perspectives on mathematics classroom communication/edited byAnnaChronaki and Ibcn Mai Christiansen. p. cm.-(International perspectives on mathematics education) Includes bibliographical references. ISBN ...
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The purpose of this paper is to engage with the complexities of describing teachers’ professional knowledge and eventually also their learning through written tests. The bigger research aim is to describe what knowledge foundation phase... more
The purpose of this paper is to engage with the complexities of describing teachers’ professional knowledge and eventually also their learning through written tests. The bigger research aim is to describe what knowledge foundation phase teachers acquired during their two years of study towards the Advanced Certificate of Teaching (ACT). We designed a written test to investigate the professional knowledge that teachers bring with them when they enrol for the ACT, with the aim of comparing their responses to the same test two years later, when they had completed the programme. The questionnaire included questions on teachers’ content knowledge; their pedagogical content knowledge (in particular, teachers’ knowledge about learner misconceptions, stages of learning, and ways of engaging these in making teaching decisions); and their personal knowledge (such as their beliefs about how children learn and barriers to learning). It spanned the fields of literacy in English and isiZulu, nume...
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A research-based teacher education rests on research on the practices of teacher education. We undertook a survey of the opportunities to learn mathematics pedagogy and to teach mathematics perceived by students in their last year of... more
A research-based teacher education rests on research on the practices of teacher education. We undertook a survey of the opportunities to learn mathematics pedagogy and to teach mathematics perceived by students in their last year of teacher education. Questionnaires were distributed to 753 students graduating in June 2020 from 13 Swedish universities, and the response rate was 11.2%. Overall, new graduates perceived good opportunities to learn mathematics pedagogy, but there were substantial variations in opportunities to learn specific competencies of teaching, such as analysing learners’ answers or leading a mathematical discussion. A similar unevenness in perceived opportunities to learn from the practicum experience was found. These results point to less-than-optimal opportunities to learn core practices of mathematics teaching. We recommend that institutions take a more systematic approach to programme coverage, and to create opportunities to use theory/research to deconstruct practice and to inform rehearsing ‘approximations of practice’ in campus-based activities.
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We share our thoughts on how to select and sequence content for mathematics teacher education
