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Österholm, Magnus
Publications (10 of 42) Show all publications
Johansson, H. & Österholm, M. (2019). Objectification of upper-secondary teachers’ verbal discourse in relation to symbolic expressions. Journal of Mathematical Behavior, 56, Article ID 100722.
Open this publication in new window or tab >>Objectification of upper-secondary teachers’ verbal discourse in relation to symbolic expressions
2019 (English)In: Journal of Mathematical Behavior, ISSN 0732-3123, E-ISSN 1873-8028, Vol. 56, article id 100722Article in journal (Refereed) Published
Abstract [en]

Research literature points to the importance of objectification when learning mathematics, and thereby in the discourse of mathematics. To increase the field's understanding of aspects and degrees of objectification in various mathematical discourses, our study uses the combination of two sub-processes of objectification in order to analyse upper-secondary teachers’ word use in relation to any type of mathematical symbols. Our results show that the verbal discourse around symbols is very objectified. This can put high demands on students understanding of their teacher, since it might be needed that the students have reached a certain degree of objectification in their own thinking in order to be able to participate in a more objectified discourse. The results also show that there exist patterns in the variation of the degree of objectification, in particular that the discourse tends to be more objectified when more familiar symbols are used. This exploratory study also reveals several phenomena that could be the focus of more in-depth analyses in future studies. 

Keywords
Alienation, Mathematical learning, Mathematical symbols, Natural language, Reification, Word use
National Category
Other Mathematics Didactics
Identifiers
urn:nbn:se:miun:diva-36841 (URN)10.1016/j.jmathb.2019.100722 (DOI)
Available from: 2019-08-13 Created: 2019-08-13 Last updated: 2019-12-04Bibliographically approved
Johansson, H., Österholm, M., Flodén, L. & Heidtmann, P. (2018). Teachers’ and students’ perception of the gap between secondary and tertiary mathematics. In: Bergqvist, E., Österholm, M., Granberg, C., & Sumpter, L. (Ed.), Proceedings of the 42nd Conference of the International Group for the Psychology of Mathematics Education: . Paper presented at The 42nd Conference of the International Group for the Psychology of Mathematics Education, Umeå, Sweden, July 3-8, 2018 (pp. 77-77). Umeå, Sweden: PME, 5
Open this publication in new window or tab >>Teachers’ and students’ perception of the gap between secondary and tertiary mathematics
2018 (English)In: Proceedings of the 42nd Conference of the International Group for the Psychology of Mathematics Education / [ed] Bergqvist, E., Österholm, M., Granberg, C., & Sumpter, L., Umeå, Sweden: PME , 2018, Vol. 5, p. 77-77Conference paper, Oral presentation with published abstract (Refereed)
Place, publisher, year, edition, pages
Umeå, Sweden: PME, 2018
National Category
Educational Sciences
Identifiers
urn:nbn:se:miun:diva-36816 (URN)
Conference
The 42nd Conference of the International Group for the Psychology of Mathematics Education, Umeå, Sweden, July 3-8, 2018
Available from: 2019-08-12 Created: 2019-08-12 Last updated: 2019-08-13Bibliographically approved
Bergqvist, E., Theens, F. & Österholm, M. (2018). The role of linguistic features when reading and solving mathematics tasks in different languages. Journal of Mathematical Behavior, 51, 41-55
Open this publication in new window or tab >>The role of linguistic features when reading and solving mathematics tasks in different languages
2018 (English)In: Journal of Mathematical Behavior, ISSN 0732-3123, E-ISSN 1873-8028, Vol. 51, p. 41-55Article in journal (Refereed) Published
Abstract [en]

The purpose of this study is to deepen the understanding of the relation between the language used in mathematics tasks and the difficulty in reading and solving the tasks. We examine issues of language both through linguistic features of tasks (word length, sentence length, task length, and information density) and through different natural languages used to formulate the tasks (English, German, and Swedish). Analyses of 83 PISA mathematics tasks reveal that tasks in German, when compared with English and Swedish, show stronger connections between the examined linguistic features of tasks and difficulty in reading and solving the tasks. We discuss if and how this result can be explained by general differences between the three languages.

Keywords
PISA, Word length, Sentence length, Task length, Information density, English, German, Swedish
National Category
Mathematics
Identifiers
urn:nbn:se:miun:diva-34521 (URN)10.1016/j.jmathb.2018.06.009 (DOI)000442439500004 ()2-s2.0-85049754949 (Scopus ID)
Available from: 2018-09-26 Created: 2018-09-26 Last updated: 2019-03-27Bibliographically approved
Österholm, M. (2018). The role of mathematical competencies in curriculum documents in different countries. In: J. Häggström, Y. Liljekvist, J. Bergman Ärlebäck, M. Fahlgren, & O. Olande (Ed.), Perspectives on professional development of mathematics teachers: Proceedings of MADIF11: the eleventh research seminar of the Swedish Society for Research in Mathematics Education, Karlstad, January 23–24, 2018. Paper presented at MADIF11: the eleventh research seminar of the Swedish Society for Research in Mathematics Education, Karlstad, January 23–24, 2018 (pp. 131-140). Karlstad
Open this publication in new window or tab >>The role of mathematical competencies in curriculum documents in different countries
2018 (English)In: Perspectives on professional development of mathematics teachers: Proceedings of MADIF11: the eleventh research seminar of the Swedish Society for Research in Mathematics Education, Karlstad, January 23–24, 2018 / [ed] J. Häggström, Y. Liljekvist, J. Bergman Ärlebäck, M. Fahlgren, & O. Olande, Karlstad, 2018, p. 131-140Conference paper, Published paper (Refereed)
Abstract [en]

The inclusion of competencies in curriculum documents can be seen as an international reform movement in mathematics education. The purpose of this study is to understand which role mathematical competencies have in curriculum documents in different countries, with a focus on the relationship between competencies and content. Curriculum documents from 11 different countries were analysed. The results reveal three different themes of variation, concerning if the competencies are specific to mathematics, if competencies are described as learning goals, and if such learning goals are differentiated between grade levels.

Place, publisher, year, edition, pages
Karlstad: , 2018
Series
Skrifter från Svensk Förening för MatematikDidaktisk Forskning, ISSN 1651-3274 ; 13
National Category
Didactics Other Mathematics
Identifiers
urn:nbn:se:miun:diva-37834 (URN)
Conference
MADIF11: the eleventh research seminar of the Swedish Society for Research in Mathematics Education, Karlstad, January 23–24, 2018
Available from: 2019-12-01 Created: 2019-12-01 Last updated: 2019-12-01
Johansson, H. & Österholm, M. (2017). Upper-secondary teachers' objectification of symbols by their use of language. In: Kaur, B., Ho, W.K., Toh, T.L., & Choy, B.H. (Ed.), Proceedings of the 41st Conference of the International Group for the Psychology of Mathematics Education: . Paper presented at The 41st Conference of the International Group for the Psychology of Mathematics Education, Singapore, July, 17-22, 2017 (pp. 215-215). Singapore: PME, 1
Open this publication in new window or tab >>Upper-secondary teachers' objectification of symbols by their use of language
2017 (English)In: Proceedings of the 41st Conference of the International Group for the Psychology of Mathematics Education / [ed] Kaur, B., Ho, W.K., Toh, T.L., & Choy, B.H., Singapore: PME , 2017, Vol. 1, p. 215-215Conference paper, Oral presentation with published abstract (Refereed)
Place, publisher, year, edition, pages
Singapore: PME, 2017
National Category
Educational Sciences
Identifiers
urn:nbn:se:miun:diva-36818 (URN)
Conference
The 41st Conference of the International Group for the Psychology of Mathematics Education, Singapore, July, 17-22, 2017
Available from: 2019-08-12 Created: 2019-08-12 Last updated: 2019-08-13Bibliographically approved
Bergqvist, E. & Österholm, M. (2017). Variation of explicit argumentation in mathematics textbooks. In: B. Kaur, W. K. Ho, T. L. Toh, & B. H. Choy (Ed.), Proceedings of the 41st Conference of the International Group for the Psychology of Mathematics Education: . Paper presented at PME 41, the 41st Conference of the International Group for the Psychology of Mathematics Education (pp. 170-170). Singapore, 1
Open this publication in new window or tab >>Variation of explicit argumentation in mathematics textbooks
2017 (English)In: Proceedings of the 41st Conference of the International Group for the Psychology of Mathematics Education / [ed] B. Kaur, W. K. Ho, T. L. Toh, & B. H. Choy, Singapore, 2017, Vol. 1, p. 170-170Conference paper, Oral presentation with published abstract (Refereed)
Place, publisher, year, edition, pages
Singapore: , 2017
National Category
Didactics Other Mathematics
Identifiers
urn:nbn:se:miun:diva-37835 (URN)
Conference
PME 41, the 41st Conference of the International Group for the Psychology of Mathematics Education
Available from: 2019-12-01 Created: 2019-12-01 Last updated: 2019-12-01
Edmonds-Wathen, C., Bergqvist, E. & Österholm, M. (2016). Comparing mathematics tasks in different languages. In: Csíkos, C., Rausch, A., & Szitányi, J. (Ed.), Proceedings of the 40th Conference of the International Group for the Psychology of Mathematics Education: . Paper presented at The 40th Conference of the International Group for the Psychology of Mathematics Education (pp. 151-151). Szeged, Hungary: PME
Open this publication in new window or tab >>Comparing mathematics tasks in different languages
2016 (English)In: Proceedings of the 40th Conference of the International Group for the Psychology of Mathematics Education / [ed] Csíkos, C., Rausch, A., & Szitányi, J., Szeged, Hungary: PME , 2016, p. 151-151Conference paper, Oral presentation with published abstract (Refereed)
Place, publisher, year, edition, pages
Szeged, Hungary: PME, 2016
National Category
Didactics
Identifiers
urn:nbn:se:miun:diva-30156 (URN)
Conference
The 40th Conference of the International Group for the Psychology of Mathematics Education
Funder
Riksbankens Jubileumsfond, P13-0226:1]
Available from: 2016-08-17 Created: 2017-02-15Bibliographically approved
Bergqvist, E., Theens, F. & Österholm, M. (2016). Relations between linguistic features and difficulty of PISA tasks in different languages. In: Csíkos, C., Rausch, A., & Szitányi, J. (Ed.), Proceedings of the 40th Conference of the International Group for the Psychology of Mathematics Education: . Paper presented at The 40th Conference of the International Group for the Psychology of Mathematics Education, Szeged, Hungary, August 3-7, 2016 (pp. 125-125). Szeged, Hungary: PME
Open this publication in new window or tab >>Relations between linguistic features and difficulty of PISA tasks in different languages
2016 (English)In: Proceedings of the 40th Conference of the International Group for the Psychology of Mathematics Education / [ed] Csíkos, C., Rausch, A., & Szitányi, J., Szeged, Hungary: PME , 2016, p. 125-125Conference paper, Oral presentation with published abstract (Refereed)
Place, publisher, year, edition, pages
Szeged, Hungary: PME, 2016
National Category
Didactics Other Mathematics
Research subject
didactics of mathematics
Identifiers
urn:nbn:se:miun:diva-30151 (URN)
Conference
The 40th Conference of the International Group for the Psychology of Mathematics Education, Szeged, Hungary, August 3-7, 2016
Funder
Riksbankens Jubileumsfond, P13-0226:1]
Available from: 2016-08-17 Created: 2017-02-15Bibliographically approved
Österholm, M., Bergqvist, T., Liljekvist, Y. & van Bommel, J. (2016). Utvärdering av Matematiklyftets resultat: slutrapport. Umeå: Umeå universitet
Open this publication in new window or tab >>Utvärdering av Matematiklyftets resultat: slutrapport
2016 (Swedish)Report (Other (popular science, discussion, etc.))
Place, publisher, year, edition, pages
Umeå: Umeå universitet, 2016. p. 123
National Category
Didactics Other Mathematics
Research subject
didactics of mathematics
Identifiers
urn:nbn:se:miun:diva-30177 (URN)978-91-7601-599-5 (ISBN)
Available from: 2017-02-15 Created: 2017-02-15 Last updated: 2017-08-10Bibliographically approved
Helenius, O., Engström, A., Meaney, T., Nilsson, P., Norén, E., Sayers, J. & Österholm, M. (Eds.). (2015). Development of Mathematics Teaching: Design, Scale, Effects: Proceedings from Madif9: The Ninth Swedish Mathematics Education Research Seminar, Umeå, February 4-5, 2014. Paper presented at The Ninth Swedish Mathematics Education Research Seminar, Umeå, February 4-5, 2014. Linköping: Svensk förening för MatematikDidaktisk Forskning - SMDF
Open this publication in new window or tab >>Development of Mathematics Teaching: Design, Scale, Effects: Proceedings from Madif9: The Ninth Swedish Mathematics Education Research Seminar, Umeå, February 4-5, 2014
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2015 (English)Conference proceedings (editor) (Refereed)
Place, publisher, year, edition, pages
Linköping: Svensk förening för MatematikDidaktisk Forskning - SMDF, 2015. p. 182
Series
Skrifter från Svensk Förening för MatematikDidaktisk Forskning, ISSN 1651-3274 ; 10
National Category
Didactics Mathematics
Research subject
didactics of mathematics
Identifiers
urn:nbn:se:miun:diva-30157 (URN)978-91-973934-9-2 (ISBN)
Conference
The Ninth Swedish Mathematics Education Research Seminar, Umeå, February 4-5, 2014
Available from: 2016-04-15 Created: 2017-02-15Bibliographically approved
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