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Österholm, Magnus
Publications (10 of 37) Show all publications
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 ()
Available from: 2018-09-26 Created: 2018-09-26 Last updated: 2018-09-26Bibliographically approved
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
Dyrvold, A., Bergqvist, E. & Österholm, M. (2015). Uncommon vocabulary in mathematical tasks in relation to demand of reading ability and solution frequency. Nordisk matematikkdidaktikk, 20(1), 5-31
Open this publication in new window or tab >>Uncommon vocabulary in mathematical tasks in relation to demand of reading ability and solution frequency
2015 (English)In: Nordisk matematikkdidaktikk, ISSN 1104-2176, Vol. 20, no 1, p. 5-31Article in journal (Refereed) Published
Abstract [en]

This study reports on the relation between commonness of the vocabulary used in mathematics tasks and aspects of students’ reading and solving of the tasks. The vocabulary in PISA tasks is analyzed according to how common the words are in a mathematical and an everyday context. The study examines correlations between different aspects of task difficulty and the presence of different types of uncommon vocabulary. The results show that the amount of words that are uncommon in both contexts are most important in relation to the reading and solving of the tasks. These words are not connected to the solution frequency of the task but to the demand of reading ability when solving the task.

National Category
Didactics Other Mathematics
Research subject
didactics of mathematics
Identifiers
urn:nbn:se:miun:diva-30155 (URN)
Available from: 2017-02-15 Created: 2017-02-15 Last updated: 2017-11-29Bibliographically approved
Österholm, M. (2015). What is the basis for self-assessment of comprehension when reading mathematical expository texts?. Reading Psychology, 36(8), 673-699
Open this publication in new window or tab >>What is the basis for self-assessment of comprehension when reading mathematical expository texts?
2015 (English)In: Reading Psychology, ISSN 0270-2711, E-ISSN 1521-0685, Vol. 36, no 8, p. 673-699Article in journal (Refereed) Published
Abstract [en]

The purpose of this study was to characterize students’ self-assessments when reading mathematical texts, in particular regarding what students use as a basis for evaluations of their own reading comprehension. A total of 91 students read two mathematical texts, and for each text they performed a self-assessment of their comprehension and completed a test of reading comprehension. Students’ self-assessments were to a less degree based on their comprehension of the specific text read, but more based on prior experiences. However, the study also produced different results for different types of texts and when focusing on different aspects of reading comprehension.

Keywords
anchoring, adjustment, metacomprehension, reading comprehension, self-assessment
National Category
Didactics Other Mathematics
Research subject
didactics of mathematics
Identifiers
urn:nbn:se:miun:diva-30166 (URN)10.1080/02702711.2014.949018 (DOI)2-s2.0-84940461539 (Scopus ID)
Available from: 2017-02-15 Created: 2017-02-15 Last updated: 2017-11-29Bibliographically approved
Bergqvist, E. & Österholm, M. (2014). Språkbrukets roll i matematikundervisningen. Nämnaren : tidskrift för matematikundervisning, 2014(1), 27-31
Open this publication in new window or tab >>Språkbrukets roll i matematikundervisningen
2014 (Swedish)In: Nämnaren : tidskrift för matematikundervisning, ISSN 0348-2723, Vol. 2014, no 1, p. 27-31Article in journal (Other (popular science, discussion, etc.)) Published
Abstract [sv]

Det språk vi använder oss av i matematikklassrummet kan fokuseras på många olika sätt. Språket är också nödvändigt att förhålla sig till vid utvecklingen av sitt matematiska tänkande. Författarna diskuterar här relationer mellan språk och lärande.

National Category
Didactics Other Mathematics
Research subject
didactics of mathematics
Identifiers
urn:nbn:se:miun:diva-30152 (URN)
Available from: 2017-02-15 Created: 2017-02-15 Last updated: 2017-11-29Bibliographically approved
Österholm, M. & Bergqvist, E. (2013). What is so special about mathematical texts?: Analyses of common claims in research literature and of properties of textbooks. ZDM - the International Journal on Mathematics Education, 45(5), 751-763
Open this publication in new window or tab >>What is so special about mathematical texts?: Analyses of common claims in research literature and of properties of textbooks
2013 (English)In: ZDM - the International Journal on Mathematics Education, ISSN 1863-9690, E-ISSN 1863-9704, Vol. 45, no 5, p. 751-763Article in journal (Refereed) Published
Abstract [en]

This study surveys claims in research articles regarding linguistic properties of mathematical texts, focusing on claims supported by empirical or logical arguments. It also performs a linguistic analysis to determine whether some of these claims are valid for school textbooks in mathematics and history. The result of the survey shows many and varying claims that mainly describe mathematical texts as highly compact, precise, complex, and containing technical vocabulary. However, very few studies present empirical support for their claims, and the few empirical studies that do exist contradict the most common, and unsupported, claims, since no empirical study has shown mathematical texts to be more complex than texts from other subjects, and any significant differences rather indicate the opposite. The linguistic analysis in this study is in line with previous empirical studies and stands in contrast to the more common opinion in the unsupported claims. For example, the mathematics textbooks have significantly shorter sentences than the history textbooks.

Place, publisher, year, edition, pages
Springer, 2013
Keywords
communication, history, language, linguistics, reading
National Category
Didactics Other Mathematics
Research subject
didactics of mathematics
Identifiers
urn:nbn:se:miun:diva-30174 (URN)10.1007/s11858-013-0522-6 (DOI)
Available from: 2017-02-15 Created: 2017-02-15 Last updated: 2017-11-29Bibliographically approved
Bergqvist, E. & Österholm, M. (2012). Communicating mathematics or mathematical communication?: An analysis of competence frameworks. In: Tai-Yih Tso (Ed.), Proceedings of the 36th Conference of the International Group for the Psychology of Mathematics Education: Vol. 2: opportunities to learn in mathematics education. Paper presented at The 36th Conference of the International Group for the Psychology of Mathematics Education (PME36), Taipei, Taiwan, 18-22 July 2012. (pp. 67-74).
Open this publication in new window or tab >>Communicating mathematics or mathematical communication?: An analysis of competence frameworks
2012 (English)In: Proceedings of the 36th Conference of the International Group for the Psychology of Mathematics Education: Vol. 2: opportunities to learn in mathematics education / [ed] Tai-Yih Tso, 2012, p. 67-74Conference paper, Published paper (Refereed)
Abstract [en]

In this study we analyse the communication competence included in two different frameworks of mathematical knowledge. The main purpose is to find out if mathematical communication is primarily described as communication of or about mathematics or if it is (also) described as a special type of communication. The results show that aspects of mathematics are mostly included as the content of communication in the frameworks but the use of different forms of representation is highlighted both in the frameworks and also in prior research as a potential cause for characterising mathematical communication differently than "ordinary" communication.

Series
PME Conference. Proceedings, ISSN 0771-100X
National Category
Didactics Other Mathematics
Research subject
didactics of mathematics
Identifiers
urn:nbn:se:miun:diva-30153 (URN)000343406100009 ()
Conference
The 36th Conference of the International Group for the Psychology of Mathematics Education (PME36), Taipei, Taiwan, 18-22 July 2012.
Available from: 2017-02-15 Created: 2017-02-15 Last updated: 2017-02-17Bibliographically approved
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