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  • 1.
    Dyrvold, Anneli
    et al.
    Umeå universitet, Institutionen för matematik och matematisk statistik.
    Bergqvist, Ewa
    Umeå universitet, Umeå forskningscentrum för matematikdidaktik (UFM).
    Österholm, Magnus
    Umeå universitet, Umeå forskningscentrum för matematikdidaktik (UFM).
    Uncommon vocabulary in mathematical tasks in relation to demand of reading ability and solution frequency2015Ingår i: Nordisk matematikkdidaktikk, ISSN 1104-2176, Vol. 20, nr 1, s. 5-31Artikel i tidskrift (Refereegranskat)
    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.

  • 2.
    Johansson, Helena
    Mittuniversitetet, Fakulteten för naturvetenskap, teknik och medier, Avdelningen för ämnesdidaktik och matematik.
    Dependence between creative and non-creative mathematical reasoning in national physics tests2017Ingår i: Nordisk matematikkdidaktikk, ISSN 1104-2176, Vol. 22, nr 2, s. 93-119Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    It is known from previous studies that a focus on rote learning and procedural mathematical reasoning hamper students’ learning of mathematics. Since mathematics is an integral part of physics, it is assumed that mathematical reasoning also influences students’ success in physics. This paper aims to study how students’ ability to reason mathematically affects their success on different kinds of physics tasks. A descriptive statistical approach is adopted, which compares the ratio between conditional and unconditional probability to solve physics tasks requiring different kinds of mathematical reasoning. Tasks from eight Swedish national physics tests for upper secondary school, serve as a basis for the analysis. The result shows that if students succeed on tasks requiring creative mathematical reasoning, the probability to solve the other tasks on the same test increases. This increase is higher than if the students succeed on tasks not requiring creative mathematical reasoning. This result suggests that if students can reason mathematically creatively, they have the ability to use their knowledge in other novel situations and thus become more successful on tests.

  • 3.
    Olande, Oduor
    Mittuniversitetet, Fakulteten för naturvetenskap, teknik och medier, Avdelningen för ämnesdidaktik och matematik.
    Making sense of a "misleading" graph2013Ingår i: Nordisk matematikkdidaktikk, ISSN 1104-2176, Vol. 18, nr 1, s. 5-30Artikel i tidskrift (Refereegranskat)
  • 4.
    Österholm, Magnus
    Umeå universitet, Matematik, teknik och naturvetenskap.
    Do students need to learn how to use their mathematics textbooks?: The case of reading comprehension2008Ingår i: Nordisk matematikkdidaktikk, ISSN 1104-2176, Vol. 13, nr 3, s. 53-73Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The main question discussed in this paper is whether students need to learn how to read mathematical texts. I describe and analyze the results from different types of studies about mathematical texts; studies about properties of mathematical texts, about the reading of mathematical tasks, and about the reading of mathematical expository texts. These studies show that students seem to develop special reading strategies for mathematical texts that are not desirable. It has not been possible to find clear evidence for the need of a specific ”mathematical reading ability”. However, there is still a need to focus more on reading in mathematics teaching since students seem to develop the non-desirable reading strategies.

  • 5.
    Österholm, Magnus
    Umeå universitet, Umeå forskningscentrum för matematikdidaktik (UFM).
    To translate between different perspectives in belief research: a comparison between two studies2011Ingår i: Nordisk matematikkdidaktikk, ISSN 1104-2176, Vol. 16, nr 1-2, s. 57-76Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    A common problem in belief research seems to be a missing link between aspects of theory and empirical analyses and results. This issue highlights a question of how dependent empirical studies about beliefs actually are on the theoretical perspective described in the study. In this paper, I examine relationships between two different perspectives. One perspective focuses on belief change, and seems to rely on a type of cognitive perspective, where beliefs can be characterized as mental objects. The other perspective argues for moving away from such cognitive perspective and instead to adopt a participatory perspective in the analysis of mathematics teaching. The results show that the study about belief change is not dependent on seeing beliefs as mental objects, but that this study could as well have been located within a participatory perspective.

  • 6.
    Österholm, Magnus
    et al.
    Umeå universitet, Umeå forskningscentrum för matematikdidaktik (UFM).
    Bergqvist, Ewa
    Umeå universitet, Umeå forskningscentrum för matematikdidaktik (UFM).
    Methodological issues when studying the relationship between reading and solving mathematical tasks2012Ingår i: Nordisk matematikkdidaktikk, ISSN 1104-2176, Vol. 17, nr 1, s. 5-30Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    In this paper we examine four statistical methods used for characterizing mathematical test items regarding their demands of reading ability. These methods rely on data of students' performance on test items regarding mathematics and reading and include the use of regression analysis, factor analysis and different uses of correlation coefficients. Our investigation of these methods focuses on aspects of validity and reliability, using data from PISA 2003 and 2006. The results show that the method using factor analysis has the best properties when taking into account aspects of both validity and reliability.

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