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  • 1901.
    Åsenstam, Annica
    Mid Sweden University, Faculty of Human Sciences, Institution of education.
    Fritidens Pedagog: En kvalitativ studie av fritidspedagogers uppfattning av en meningsfull fritid2014Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Denna studie syftar till att problematisera uttrycket en meningsfull fritid inom fritidshemsverksamheten utifrån tidigare forskning och fritidspedagogers uppfattningar av detta fenomen. Den empiriska undersökningen består av intervjuer med fem fritidspedagoger som berättat om sin uppfattning av en meningsfull fritid. Vid intervjuerna framkom såväl förutsättningar som hinder för att en meningsfull fritid ska kunna erbjudas på fritidshemmet. En meningsfull fritid är enligt fritidspedagogernas utsagor synonymt med upplevelser och aktivt handlande som i olika grad involverar både barn och pedagog.Resultatet pekar mot att hindren som fritidspedagogerna talat om leder till en annan form av fritidsutövande än den som fritidspedagogerna förespråkat. Ett hinder i form av för stora barngrupper innebär att fritidshemmets barn till en alltför stor del erbjuds en fritid utan pedagogernas medverkan eller någon pedagogisk tanke.

  • 1902.
    Åslund, Malin
    et al.
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Lagergren, Sanna
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    ”Att fånga tillfället i flykten”: Fritidspedagogers uppfattningar av elevinflytande i fritidshemmet2019Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med denna studie är att tolka fritidspedagogernas uppfattningar av elevinflytande i fritidshemmet då tidigare forskning visar att elevinflytande inte sker i den utsträckning det bör enligt läroplanen för grundskolan, förskoleklassen och fritidshemmet (2017). Forskningen visar att en anledning till att elevinflytande inte sker i den utsträckning det bör kan bero på att pedagogerna tolkar styrdokumentets riktlinjer olika om att låta eleverna utveckla sina demokratiska principer och få möjlighet att göras delaktigt i utformningen av verksamheten. Vår studie har genomförts genom fyra fokusgruppsintervjuer med fritidspedagoger som arbetar på fyra olika skolor där de fick diskutera en rad frågor om ämnet med varandra. Vår studie talar för att fritidspedagogerna har en gemensam förståelse för vad elevinflytande innebär men att det finns olika uppfattningar om hur de arbetar med elevinflytande i fritidshemsverksamheterna. Utifrån vårt resultat är vår tolkning fritidspedagogernas vilja och engagemang att arbeta med elevinflytande kan ha en avgörande roll för i vilken utsträckning elevinflytande sker.

  • 1903.
    Åstrand, Evelina
    Mid Sweden University, Faculty of Human Sciences, Institution of education.
    Att ta steget in i skolans värld: Förskolebarns idéer om vad förskoleklassen är och handlar om.2018Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    I Sverige föregås skolstarten av ett skolförberedande år i förskoleklassen. Föreliggande svensk forksning visar att det råder oklarheter bland barn gällande om starten i förskoleklass innebär en skolstart eller ej. Vidare visar tidigare forsknng att barn kan visa motstånd mot verksamheten i förskoleklass om deras förväntningar på förskoleklassen inte överensstämmer med den faktiska verksamheten. Denna studie syftar till att belysa förskolebarns föreställningar om förskoleklassen. I åtta barnsamtal har förskolebarn berättat om sina tankar och idéer om vad förskoleklassen är och hanldar om. Dessa berättelser har sedan presenterats så som barnen själva berättade dem. Resultatet visar att barn som snart ska börja i förskoleklassen förväntar sig mötas av en verksamhet fylld med lekfullhet, lärande och vänskapsrelationer. Vidare visar resultatet att barns tankar och idéer om förskoleklassen utvecklas innan de börjar i förskoleklass. Dessa tankar och idéer kommer ifrån, och påverkas av, personer i barnets närhet. Studien vilar på en barndsomssociologisk ram och barn ses därför som aktiva medborgare med en rätt att göra sin röst hörd i frågor som rör dem. Barns föreställningar om förskoleklassen blir så viktiga att ta med i diskussioner kring hur övergången mellan förskolan och förskoleklassen kan organiseras.

    In Sweden the start in compulsory school is made through the pre-school class. Previous research shows that it can be unclear to children whether the start in the pre-school class is the start of school or not. Previous research also shows that children whose expectations about the pre-school class are not met can show resistance to the activities in the pre-school class. This study aims to highlight children´s told thoughts about the pre-school class. Eight children have been interviewed about what they think that the pre-school class is about. The stories that the children told in the interviews have been presented as they told them. The result shows that the children expect the pre-school class to be a place filled with free play, learning and friendship. Furthermore the result shows that children´s thoughts about the pre-school class develops before the actually start in the pre-school class. These thoughts are inspired by persons in the child´s nearness. This study relies on a childhood sociological theory, which means that children are seen as active citizen with a right to make their voices heard in matters that concern them. Children’s expectations about the pre-school class can therefore be important to involve in discusses about the transition from preschool to pre-school class.

  • 1904.
    Åström, Cina
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Uppfattningar om ämnet idrott och hälsa hos sex stycken idrottslärare2014Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
  • 1905.
    Åström, Cina
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Uppfattningar om ämnet idrott och hälsa hos sex styckenidrottslärare2014Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
  • 1906.
    Åström, Maria
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Engineering, Physics and Mathematics.
    Hur ska vi värdera utvärderingarna av grundskolan2005In: LMNT-nytt / Riksföreningen för lärarna i matematik, naturvetenskap och teknik, ISSN 1402-0041, no 1, p. 4-5Article in journal (Other scientific)
    Abstract [sv]

    En översikt av tre utvärderingar av svenska grundskola 2003

  • 1907.
    Åström, Maria
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Engineering, Physics and Mathematics.
    Integrated and Subject-specific: an empirical exploration of Science education in Swedish compulsory schools2007Licentiate thesis, monograph (Other scientific)
  • 1908.
    Åström, Maria
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Engineering and Sustainable Development.
    Integrated and Subject-specific science education in Swedish compulsory school (poster): Differences in student activities2007In: Proceedings of CONASTA 56 and ICASE 2007 World Conference on Science and Technology Education, 8 – 12 July 2007 The Sheraton Hotel and Mercedes College, Perth, Western Australia, 2007, p. 108-112Conference paper (Refereed)
  • 1909.
    Åström, Maria
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Engineering, Physics and Mathematics.
    Integrated or subject-specific science education: What enable the students to better scientific literacy?: Nationella forskarskolan för naturvetenskapernas och teknikens didaktik (The Swedish National Graduate School inScience and Technology Education, FontD)2006Conference paper (Other academic)
    Abstract [en]

    This thesis is an explorative experimental study in two parts of different ways of organising

    Science education in the Swedish context. The first study deals with the question if students

    attain higher scores on test results if they have been working with integrated Science

    compared to subject-specific Science i.e. Biology, Chemistry and Physics. The second study

    concerns the similarities and differences between integrated Science education and Science

    education in Biology, Chemistry and Physics, especially in the teaching organisation.

    The introduction describes the nature of integrated curriculum, what integrated learning is,

    issues about integrated Science education, in what way integration is carried out, between

    subjects or within subjects, what the opposite to integrated Science is (here named as subjectspecific

    science education) in the Swedish context and what the Swedish curriculum has to

    say about integrated Science. Previous studies in integrated curriculum looking at students’

    results are referred to, and it is argued for the use of the OECD’s PISA assessment instrument

    in this study.

    The thesis consists of two studies, one quantitative and one qualitative, within the above

    framework. The quantitative study is an attempt to find differences in scores on students’

    written results on a large-scale assessment in scientific literacy between students studying in

    different organisations of Science education. The qualitative study is an attempt to describe

    differences at classroom level between integrated Science and subject-specific Science. This

    gives a quite rich description of four schools (cases) in a small town and how they organise

    their teaching integrated or subject-specific.

    No differences in students’ results between different Science organisations were found in the

    quantitative study in this thesis. Possible explanations for the lack of differences in students’

    results are discussed in the article. An additional investigation that attempts to test the variable

    used in the quantitative study is carried out in the thesis, with an attempt to sharpen the

    teacher organisation variable. This is done to find out if it is possible that there can be found

    differences with the sharpened variable.

    The qualitative study gives a glimpse of some differences in the implemented curriculum

    between schools working with integrated Science education and a school that works subjectspecifically.

    The teachers do the overall lesson plans in different ways according to which

    organisation according to integrated or subject-specific Science they work with. When asked

    in a survey what kind of Science organisation they have, students from the four schools

    studied answered differently between schools and also, sometimes, within the same school. A

    further analysis of this second study is carried out by defining a conceptual framework used as

    structure and a possible explanation for differences between students’ views and teachers’

    views on the organisation of Science education. This latter analysis tries to give an enriched

    description in mainly the two levels of the implemented and attained curricula, and tries to

    discuss the difference in students’ attained curriculum.

    A final discussion concludes the thesis and concerns an elaboration of the results of the thesis,

    problems with the main variable involved in the two studies and the possibility that the

    teacher actions effects also the magnitude of students’ achievement on tests.

  • 1910.
    Åström, Maria
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Engineering, Physics and Mathematics.
    Integrative science education - pros, cons and occurrence in Swedish compulsory school2004In: International Organization for Science and Technology Education / XI IOSTE Symposium, 25-30 July 2004, Lublin, Poland, 2004Conference paper (Other scientific)
    Abstract [en]

    This article concerns the question of organizing science education. A post millennium description gives some empirical findings among the Swedish compulsory schools and among the teachers in the study when focusing on the question of organizing science education. This article aims at describing different ways of organizing science education in the Swedish school system at the compulsory level. That is, teaching science education in an integrative manner or as a specific subject, e.g. biology, chemistry and physics, and its prerequisites. Understanding the science content is of importance in understanding in which way a specific subject in the science sphere can be brought to the students. Therefore, it is of great interest to lay an up-to-date foundation on this matter and to describe teachers´ �best ways� of teaching science to the student. This is initially done by describing different ways of organizing science education in the Swedish compulsory schools of today. Another aim in the article is to describe some empirical findings. The sample was a random choice of schools. Students were fifteen years old in the last year of compulsory school in Sweden. The article will give some examples of different ways of teachers planning their teaching in classes using more of a curriculum integrated structure or a more subject differentiated structure. Different schools have different ways of organizing the structure of their science education, but this study shows that more than half of them teach science parted in different subjects. One third of the schools only teach integrated science. The remaining part of the schools teach the science content integrated - as well as in a specific manner - to the same group of students. So, as the pros and cons on integrative teaching science have been debated since the late sixties, and was much wished upon in the eighties, it still, today causes much debate among teachers.

  • 1911.
    Åström, Maria
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Engineering, Physics and Mathematics.
    Is there a relation between integrated or subject specific science teaching and student knowledge in science?: European Science Education Research Association, Barcelona, 28/8-1/9 20052005Conference paper (Other scientific)
    Abstract [en]

    A poster presentation of the results of a statistical enquiry of the organisation of science in biology, physics and chemistry of as one subject of science

  • 1912.
    Åström, Maria
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Engineering, Physics and Mathematics.
    Några korta bilder från ICASE 2007 i Perth, Australien2007In: LMNT-nytt / Riksföreningen för lärarna i matematik, naturvetenskap och teknik, ISSN 1402-0041, no 2, p. 4-5Article in journal (Other scientific)
  • 1913.
    Åström, Maria
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Engineering, Physics and Mathematics.
    Referat om OECD:s PISA-utvärdering år 20032003In: LMNT-nytt, ISSN 1402-0041, p. 29-29Article in journal (Other academic)
  • 1914.
    Åström, Maria
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Engineering, Physics and Mathematics.
    The process of developing relevant content - Assessment in Science Education in Sweden2003In: Preecedings of ICASE 2003 World Conference on Science and Technology Education, 2003Conference paper (Other scientific)
  • 1915.
    Åström, Maria
    et al.
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Engineering, Physics and Mathematics.
    Hummelgård, Magnus
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Engineering, Physics and Mathematics.
    Olin, Håkan
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Engineering, Physics and Mathematics.
    Karlsson, Karl Göran
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Engineering, Physics and Mathematics.
    Project as a way to integrate science at university level2006In: Third Scandinavian Symposium on research in science education, 2006Conference paper (Other scientific)
  • 1916.
    Åström, Maria
    et al.
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Engineering, Physics and Mathematics.
    Karlsson, Karl-Göran
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Engineering, Physics and Mathematics.
    Using hierarchical linear models to test differences in Swedish results from OECD's PISA 2003: Integrated and Subject-specific science education2007In: NorDiNa: Nordic Studies in Science Education, ISSN 1504-4556, E-ISSN 1894-1257, no 2, p. 121-131Article in journal (Refereed)
    Abstract [en]

    The possible effects of different organisations of the science curriculum in schools participating in PISA 2003 are tested with a hierarchical linear model (HLM) of two levels. The analysis is based on science results. Swedish schools are free to choose how they organise the science curriculum. They may choose to work subject-specifically (with Biology, Chemistry and Physics), integrated (with Science) or to mix these two. In this study, all three ways of organising science classes in compulsory school are present to some degree. None of the different ways of organising science education displayed statistically significant better student results in scientific literacy as measured in PISA 2003. The HLM model used variables of gender, country of birth, home language, preschool attendance, an economic, social and cultural index as well as the teaching organisation.

  • 1917.
    Åström, Maria
    et al.
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Engineering, Physics and Mathematics.
    Karlsson, Karl-Göran
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Engineering, Physics and Mathematics.
    Vad har hänt med naturvetenskapen? Några svenska resultat från PISA 2003.2005Conference paper (Refereed)
    Abstract [sv]

    Problemställning: Vi vill undersöka vilka förändringar som skett i de svenska resultaten inom Scientific literacy i PISA 2003 jämfört med motsvarande resultat i PISA 2003. Vi har två specifika frågeställningar: 1. Vilka förändringar finns med avseende på elevernas medelresultat i kognitivt avseende mellan de båda undersökningarna? 2. Vilka förändringar finns i resultaten för olika undergrupper? Vi vill särskilt studera effekterna av socioekonomisk bakgrund, invandrarbakgrund och prestationsnivå. Metod: För den första frågeställningen används de data som publicerats i den internationella och nationella rapporteringen från PISA 2003. För frågeställningarna under den andra punkten sker utvidgade statistiska analyser av såväl bakgrundsdata som elevresultat som insamlats inom ramen för PISA 2003. För elever på olika prestationsnivåer görs också vissa jämförelser på nordisk nivå.

  • 1918.
    Åström, Maria
    et al.
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Engineering, Physics and Mathematics.
    Karlsson, Karl-Göran
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Engineering, Physics and Mathematics.
    Hummelgård, Magnus
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Engineering, Physics and Mathematics.
    Olin, Håkan
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Engineering, Physics and Mathematics.
    Building a Scanning Tunneling Microscope: A Continuing Project in an Engineering Physics Program (poster)2007In: Proceedings of CONASTA 56 and ICASE 2007 World Conference on Science and Technology Education, 8 – 12 July 2007 The Sheraton Hotel and Mercedes College, Perth, Western Australia, 2007, p. 113-114Conference paper (Refereed)
  • 1919.
    Åström, Maria
    et al.
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Engineering, Physics and Mathematics.
    Lindh, B.
    Refererat från ICASE 2003 i Penang, Malaysia2003In: LMNT-nytt / Riksföreningen för lärarna i matematik, naturvetenskap och teknik, ISSN 1402-0041, no 2, p. 16-19Article in journal (Other scientific)
  • 1920.
    Åström, Maria
    et al.
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Engineering, Physics and Mathematics.
    Mattsson, G
    Sagar, H
    Svensson, M
    IOSTE XI konferens om naturvetenskapens didaktik i Polen 25-30 juli 20042004In: LMNT-nytt, ISSN 1402-0041, no 2Article in journal (Other scientific)
    Abstract [sv]

    Konferensreferat från IOSTE 11

  • 1921.
    Åström, Marita
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Här leker vi!: En studie om barns strategier för tillträde och skyddande av lekvärldar2016Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med studien har varit att öka kunskapen om barns delade lekvärldar i förskolan genom att synliggöra vilka strategier barn använder för att få tillträde till andras lekvärldar och hur de skyddar sin lekvärld. Studien är en kvalitativ studie, inspirerad av etnografiska studier, som baserades på och har genomförts med hjälp av videoobservationer, fältanteckningar och barnintervjuer som utfördes på en förskoleavdelning i Norrlands inland. Delar av det insamlade materialet har analyserats och kategoriserats utifrån Corsaros femton tillträdesstrategier. Medan de delar av det insamlade materialet som handlade om skyddande av lekvärldar växte fram som mönster och kategorier utifrån vad som framträdde i observationerna. I resultatet framgår vilka strategier för barns tillträde som är mest framträdande på avdelningen, hur de används samt barnens egna berättelser om deras och andras tillträdesförsök. Det framgår även vilka strategier om skyddande av lekvärldar som framträder på avdelningen samt barnens berättelser hur de skyddar sina lekvärldar mot andra.

  • 1922.
    Åström, Vivi-Anne
    Mid Sweden University, Faculty of Human Sciences, Institution of education.
    Samverkan mellan förskola och förskoleklass: –en beskrivning av pedagogers uppfattningar2014Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med denna kvalitativa intervjustudie är att beskriva och bidra med kunskap om hur nio pedagoger uppfattar samvekan mellan förskola och förskoleklass samt hur denna samverkan kan utvecklas. Resultatet visade att det fanns viss samverkan, men att den skulle kunna utvecklas och det fanns ett intresse från båda sidor att göra det.

  • 1923.
    Öberg, Linda
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Den interaktiva skrivtavlan: En kvalitativ undersökning på fem förskollärares uppfattningar av den interaktiva skrivtavlan2014Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
  • 1924.
    Öberg, Sandra
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Fostran: En kvalitativ studie om tre pedagoger och fyra föräldrars syn på olika aspekter av fostran2013Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
  • 1925.
    Öderyd, Emma-Sofia
    et al.
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Eriksson, Sandra
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Pedagogiskt idrottsledarskap: Med fokus på genus- och jämställdhetsfrågor2019Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Denna uppsats ämnar undersöka ledarskapet inom idrotten med fokus på ishockey och hur en arbetar med genus- och jämställdhetsfrågor. Valet av detta ämne har sin bakgrund i våra egna upplevelser kring jämställdheten i samhället överlag och intresset för ledarskap och genus. Under processens gång utvecklades intresset för just idrott. Syftet är att belysa ledarskapet i ett kvinnligt och i ett manligt hockeylag med avseende på hur ledarna arbetar med pedagogik, genusmedvetenhet och jämställdhet. Frågeställningarna grundar sig i hur ledarna behandlar deltagare i idrottslag och om de arbetar på ett genusmedvetet sätt. Undersökningen är huvudsakligen kvalitativ, med semistrukturerade intervjuer och observationer. Även en enkätundersökning har genomförts för att få in en kvantitativ del. Av resultatet framkom att ingen av ledarna har någon pedagogisk utbildning, ändå finns ett pedagogiskt tänk och de vill ta fram de bästa i både gruppen och hos individen. Genusmedvetenheten hos ledarna skiljer sig åt och båda arbetar med jämställdhet utifrån olika perspektiv. Det vi har sett i undersökningen är att ledarna för respektive lag försöker att göra sitt bästa i arbetet med jämställdhet och genusmedvetenhet. Dock finns brister hos båda ledarna där de motsäger sig själva ibland. De slutsatser vi kan dra av detta arbete är att jämställdhet och genus uppfattas på olika sätt och att olika strategier används för att arbeta med det.

  • 1926.
    Ödmalm, Alvina J
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    En genusbaserad läromedelsanalys av valda delar i läroboken: Söka svar Religionskunskap kurs 1 och 22015Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
  • 1927.
    Öhngren, Amanda
    et al.
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Öhlén Hägg, Michelle
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Att arbeta med barn som utmanar iförskolan: En enkätstudie om förskolepedagogers erfarenheter av arbetetmed beteendemässigt utmanande barn2018Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Denna uppsats berör ämnet beteendemässigt utmanande barn i förskolan och pedagogers erfarenheterav arbetet kring dessa barn. Då flera internationella studier idag visat att det inte är ovanligt attpersonalen på förskolor anser att de av olika anledningar har svårt att möta behoven hos de barn somutmanar med sitt beteende har det därför varit ett angeläget problem att undersöka. Studiens syfte harvarit att undersöka pedagogers erfarenheter av arbetet med beteendemässigt utmanande barn iförskolan. Studien har utgått ifrån en kvantitativ undersökning som baserats på enwebbenkätundersökning. Undersökningen har utgått från de empiriska resultat som tidigareforskning visat på, dessa resultat har legat till grund för vår teori, att det inte är ovanligt attpersonalen på förskolor av olika anledningar har svårt att möta beteendemässigt utmanande barnsbehov. Det har lett till att vi samlat data för att testa den teori vi skapat utifrån de internationellastudiernas resultat för att kunna ta reda på om pedagoger i olika svenska förskolor har liknande ellerskilda erfarenheter från pedagogerna i de internationella studierna, vilket har gett studien enhypotetiskt deduktiv ansats. Resultatet av studien har visat att pedagoger i några svenska förskolormånga gånger haft liknande erfarenheter som pedagogerna i de internationella studierna menresultatet har också visat en del olikheter. Slutsatserna av studien visar att när det brister i en ellerflera delar i det vardagliga arbetet uppstår anledningarna till de upplevda svårigheterna i att bemötabeteendemässigt utmanande barns behov. Studiens sista slutsats visar också på en medvetenheten hospedagogerna om att några av dagens svenska förskolor ger barn en god start i livet och förskolanverkar vara, trots vissa hinder och svårigheter, en plats som är till för alla barn där hänsyn också tastill barnens olika förutsättningar och behov.

  • 1928.
    Ölén, Ola
    Mid Sweden University, Faculty of Human Sciences, Institution of education.
    Hur uppfattas gymnasiets syfte?: En fenomenografisk studie om ungdomar utan fullgjord gymnasieutbildning2017Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Gymnasiet är en skolgång som idag inte längre kan anses vara helt frivillig. Bland annat beskriver Lundahl (2014) hur avsaknaden av ett fullgjort gymnasium innebär svårigheter att ta sig in på arbetsmarknaden. Ofrivilligheten kan även synas i de antal ungdomar som går över från grundskolan till gymnasiet vilket enligt Malm och Lindberg (2014) är närmare 100 procent. Av dessa ungdomar är det enbart ungefär 25 procent som inte fullgör sin gymnasieutbildning (Skolverket, 2017). Anledningarna till att ungdomar inte fullgör gymnasieutbildningen är många men handlar ofta om en process som börjar redan i grundskolan (Lovén, 2013) och ofta är påverkad av socioekonomiska faktorer (Lundahl, Lindblad, Lovén, Mårald & Svedberg, 2015). I denna studie ligger en underliggande fråga i vad som gör att gymnasiet inte blir en brytpunkt ifrån tidigare skolmisslyckanden. För att förstå detta är syftet med denna studie att ta reda på hur gymnasiets institutionella syfte uppfattas av ungdomar som påbörjat men inte fullgjort en gymnasieutbildning. I studien används en kvalitativ metod och en fenomenografisk ansats. Sex stycken ungdomar som har påbörjat men inte fullgjort en utbildning har intervjuats med en semistrukturerad intervju. Materialet har sedan analyserats med avsikten att finna vilka kvalitativt skilda sätt som gymnasiets institutionella syfte kan uppfattas på. Resultatet visar på tre olika uppfattningskategorier: gymnasiet som delgivare av existerande kunskap, gymnasiet som fostrande av samhällsmedborgare och gymnasiet som utvecklande av samhället. I studien diskuteras hur de olika uppfattningarna visar hur gymnasiets institutionella syfte både kan uppfattas som någonting som handlar om att enbart förändra individen och något som handlar om att utveckla samhället. Det diskuteras även att dessa två sätt att se på gymnasiets institutionella syfte kan jämföras med en demokratisk och en ekonomisk syn på gymnasiets syfte. I studien diskuteras även hur kategorierna kan visa på en minskad valfrihet i övergången mellan grundskola och gymnasium vilket kan vara en av anledningarna till att processen av skolmisslyckande fortsätter mellan grundskola och gymnasium.

  • 1929.
    Östberg, Linda
    et al.
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Byström, Marianne
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Högläsning i förskolan: En intervjustudie om sex förskollärares tankar om högläsning som ett pedagogiskt verktyg för förskolebarnens språkutveckling2014Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
  • 1930.
    Österholm, Magnus
    Umeå universitet, Umeå forskningscentrum för matematikdidaktik (UFM).
    A framework for studying differences between process- and object-oriented discourses2011In: Proceedings of the 35th Conference of the International Group for the Psychology of Mathematics Education, vol 1: Developing mathematical thinking / [ed] Behiye Ubuz, 2011, p. 367-367Conference paper (Other academic)
  • 1931.
    Österholm, Magnus
    Linköpings universitet, Tillämpad matematik.
    A reading comprehension perspective on problem solving2006In: Developing and researching quality in mathematics teaching and learning : proceedings of MADIF 5 : the 5th Swedish Mathematics Education Research Seminar, Malmö, January 24-25, 2006 / [ed] Christer Bergsten and Barbro Grevholm, Linköping: Svensk förening för matematikdidaktisk forskning (SMDF) , 2006, p. 136-145Conference paper (Refereed)
    Abstract [en]

    The purpose of this paper is to discuss the bi-directional relationship between reading comprehension and problem solving, i.e. how reading comprehension can affect and become an integral part of problem solving, and how it can be affected by the mathematical text content or by the mathematical situation when the text is read. Based on theories of reading comprehension and a literature review it is found that the relationship under study is complex and that the reading process can affect as well as act as an integral part of the problem solving process but also that not much research has focused on this relationship.

  • 1932.
    Österholm, Magnus
    Umeå universitet, Umeå forskningscentrum för matematikdidaktik (UFM).
    Beliefs: A theoretically unnecessary construct?2010In: Proceedings of the Sixth Congress of the European Society for Research in Mathematics Education. January 28th - February 1st 2009, Lyon, France / [ed] V. Durand-Guerrier, S. Soury-Lavergne & F. Arzarello, Lyon: Institut National de Recherche Pédagogique , 2010, p. 154-163Conference paper (Refereed)
    Abstract [en]

    In this paper I analyze different existing definitions of the term beliefs, focusing on relations between beliefs and knowledge. Through this analysis I note several problems with different types of definitions. In particular, when defining beliefs through a distinction between belief and knowledge systems, this creates an idealized view of knowledge, seen as something more pure (less affective, less episodic, and more logical). In addition, attention is generally not given to from what point of perspective a definition is made; if the distinction between beliefs and knowledge is seen as being either individual/psychological or social. These two perspectives are also sometimes mixed, which results in a messy construct. Based on the performed analysis, a conceptualization of beliefs is suggested.

  • 1933.
    Österholm, Magnus
    Umeå universitet, Institutionen för naturvetenskapernas och matematikens didaktik.
    Characterizing mathematics education research discourse on belief2011In: Current state of research on mathematical beliefs XVI: Proceedings of the MAVI-16 Conference, June 26-29, 2010, Tallinn, Estonia / [ed] Kirsti Kislenko, Tallinn, Estonia: Institute of Mathematics and Natural Sciences, Tallinn University , 2011, p. 200-217Conference paper (Refereed)
    Abstract [en]

    The discursive use of ‘belief’ in research articles are analyzed as a contribution to the reflexive activity in belief-research, in particular regarding theoretical aspects of the notion of belief. The purpose of this paper is to create an explicitly described procedure for such an analysis, from the selection of data to categorizations of the smallest unit of analysis. The method of analysis builds on some linguistic structures, focusing in this paper on the use of adjectives and verbs in relation to ‘belief’. From the analysis of the use of ‘belief’ in eight articles a set of categories is created describing different uses of the notion of belief.

  • 1934.
    Österholm, Magnus
    Linköpings universitet, Tillämpad matematik.
    Characterizing reading comprehension of mathematical texts2006In: Educational Studies in Mathematics, ISSN 0013-1954, E-ISSN 1573-0816, Vol. 63, no 3, p. 325-346Article in journal (Refereed)
    Abstract [en]

    This study compares reading comprehension of three different texts: two mathematical texts and one historical text. The two mathematical texts both present basic concepts of group theory, but one does it using mathematical symbols and the other only uses natural language. A total of 95 upper secondary and university students read one of the mathematical texts and the historical text. Before reading the texts, a test of prior knowledge for both mathematics and history was given and after reading each text, a test of reading comprehension was given. The results reveal a similarity in reading comprehension between the mathematical text without symbols and the historical text, and also a difference in reading comprehension between the two mathematical texts. This result suggests that mathematics in itself is not the most dominant aspect affecting the reading comprehension process, but the use of symbols in the text is a more relevant factor. Although the university students had studied more mathematics courses than the upper secondary students, there was only a small and insignificant difference between these groups regarding reading comprehension of the mathematical text with symbols. This finding suggests that there is a need for more explicit teaching of reading comprehension for texts including symbols.

  • 1935.
    Österholm, Magnus
    Umeå universitet, Matematik, teknik och naturvetenskap.
    Do students need to learn how to use their mathematics textbooks?: The case of reading comprehension2008In: Nordisk matematikkdidaktikk, ISSN 1104-2176, Vol. 13, no 3, p. 53-73Article in journal (Refereed)
    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.

  • 1936.
    Österholm, Magnus
    Linköpings universitet, Tillämpad matematik.
    Epistemological beliefs and communication in mathematics education at upper secondary and university levels2009In: Perspectives on mathematical knowledge. Proceedings of MADIF 6, the 6th Swedish Mathematics Education Research Seminar, Stockholm, January 29-30, 2008 / [ed] Christer Bergsten, Barbro Grevholm, Thomas Lingefjärd, Linköping: Svensk förening för matematikdidaktisk forskning (SMDF) , 2009, p. 132-134Conference paper (Other academic)
  • 1937.
    Österholm, Magnus
    Umeå universitet, Matematik, teknik och naturvetenskap.
    Kan vi separera läsning från matematikämnet?2009In: Dyslexi, ISSN 1401-2480, Vol. 14, no 3, p. 18-21Article in journal (Other (popular science, discussion, etc.))
    Abstract [sv]

    För uppgifter som man använder i undervisning eller prov i matematik så vill man i första hand utveckla eller testa kunskaper i matematik och inte elevernas läsförmåga. Om undervisning i matematik bygger mycket på läsning så verkar det finnas större risk att elever som har svårigheter med läsning också kommer få svårigheter med matematikämnet. En tanke kan därför vara att man vill separera läsning från matematikämnet, för att på så sätt undvika dessa potentiella problem. Mitt syfte med denna artikel är att analysera vissa aspekter av relationer mellan läsning och matematik, för att på detta sätt se om och hur en sådan separering kan göras.

  • 1938.
    Österholm, Magnus
    Linköpings universitet.
    Kognitiva och metakognitiva perspektiv på läsförståelse inom matematik2006Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    There seems to exist a general belief that one needs to learn specifically how to read mathematical texts, that is, a need to develop a special kind of reading ability for such texts. However, this belief does not seem to be based on research results since it does not exist much research that focus on reading comprehension in mathematics.

    The main purpose of this dissertation is to examine whether a reader needs special types of knowledge or abilities in order to read mathematical texts. Focus is on students’ reading of different kinds of texts that contain mathematics from introductory university level. The reading of mathematical texts is studied from two different perspectives, on the one hand a cognitive perspective, where reading abilities and content knowledge are studied in relation to reading comprehension, and on the other a metacognitive perspective, where focus is on beliefs and how a reader determines whether a text has been understood or not.

    Three empirical studies together with theoretical discussions, partly based on two literature surveys, are included in this dissertation. The literature surveys deal with properties of mathematical texts and reading in relation to problem solving. The empirical studies compare the reading of different types of texts, partly mathematical texts with texts with content from another domain and partly different types of mathematical texts, where focus is on the use of symbols and texts focusing on conceptual or procedural knowledge. Furthermore, students’ beliefs about their own reading comprehension and about texts and reading in general in mathematics are studied, in particular whether these beliefs are connected to reading comprehension.

    The results from the studies in this dissertation show that the students seem to use a special type of reading ability for mathematical texts; to focus on symbols in a text. For mathematical texts without symbols, a more general reading ability is used, that is, a type of ability also used for texts with content from another domain. The special type of reading ability used for texts including symbols affects the reading comprehension differently depending on whether the text focuses on conceptual or procedural knowledge. Compared to the use of the more general reading ability, the use of the special reading ability creates a worse reading comprehension.

    There seems to exist a need to focus on reading and reading comprehension in mathematics education since results in this dissertation show that courses at the upper secondary level (course E) and at the university level (in algebra and analysis) do not affect the special reading ability. However, the mentioned results show that this focus on reading does not necessarily need to be about learning to read mathematical texts in a special manner but to use an existing, more general, reading ability also for mathematical texts.

    Results from the metacognitive perspective show a difference between conscious aspects, such as regarding beliefs and reflections about comprehension, and unconscious aspects, such as the more automatic processes that make a reader understand a text, where also metacognitive processes are active. In particular, beliefs, which have been examined through a questionnaire, do not have a clear and independent effect on reading comprehension.

    From the texts used in these studies and the participating students, there seems not do be a general need to view the reading of mathematical texts as a special kind of process that demands special types of reading abilities. Instead, the development of a special type of reading ability among students could be caused by a lack of experiences regarding a need to read different types of mathematical texts where similarities with reading in general can be highlighted and used.

  • 1939.
    Österholm, Magnus
    Linköpings universitet, Tekniska högskolan.
    Learning mathematics by reading - a study of students interacting with a text2003In: Nordic pre-conference to ICME 10, 2003Conference paper (Other academic)
  • 1940.
    Österholm, Magnus
    Umeå universitet, Matematik, teknik och naturvetenskap.
    Läsförståelsens roll inom matematikutbildning2009In: Matematikdidaktiska frågor: Resultat från en forskarskola / [ed] Gerd Brandell, Göteborg: Nationellt centrum för matematikutbildning (NCM), Göteborgs universitet , 2009, 1, p. 154-165Chapter in book (Other (popular science, discussion, etc.))
    Abstract [sv]

    Denna artikel beskriver undersökningar kring hur universitetsstudenter och skolelever läser olika typer av texter. Frågor jag vill besvara är hur man bör förhålla sig till läsning inom matematikutbildning och om man behöver behandla läsförståelse som en del av undervisning inom matematik. I artikeln behandlar jag undersökningar kring läsning av uppgiftstexter samt undersökningar kring läsning av förklarande texter. Därefter jämför jag dessa olika typer av lässituationer och noterar då vissa likheter mellan lässtrategier som elever använder sig av i de olika situationerna. Bland annat noterar jag att texter som innehåller symboler tycks aktivera en speciell lässtrategi hos elever. Denna strategi verkar handla om att fokusera på symboler och andra typer av nyckelord i texten, vilket resulterar i en sämre läsförståelse. En slutsats är därför att det finns behov av att behandla läsning i matematikundervisning eftersom elever på egen hand tenderar att utveckla bristfälliga lässtrategier. Jag diskuterar också förslag på hur man kan göra detta. Som avslutning i artikeln diskuterar jag även hur resultaten om läsning kan ses i relation till andra forskningsresultat.

  • 1941.
    Österholm, Magnus
    Linköpings universitet, Tillämpad matematik.
    Metacognition and reading - criteria for comprehension of mathematics texts2006In: Proceedings of the 30th conference of the International group for the psychology of mathematics education / [ed] J. Novotná, H. Moraová, M. Krátká and N. Stehlíková, Prague: The International Group for the Psychology of Mathematics Education , 2006, p. 289-296Conference paper (Other academic)
    Abstract [en]

    This study uses categories of comprehension criteria to examine students’ reasons for stating that they do, or do not, understand a given mathematics text. Nine student teachers were individually interviewed, where they read a text and commented on their comprehension, in particular, why they felt they did, or did not, understand the text. The students had some difficulties commenting on their comprehension in this manner, something that can be due to that much of comprehension monitoring, when criteria for comprehension are used, might be operating at an unconscious cognitive level. Some specific aspects of mathematics texts are examined, such as the symbolic language and conceptual and procedural understanding.

  • 1942.
    Österholm, Magnus
    Umeå universitet, Umeå forskningscentrum för matematikdidaktik (UFM).
    Relationships between epistemological beliefs and properties of discourse: Some empirical explorations2010In: Mathematics and mathematics education: Cultural and social dimensions. Proceedings of MADIF 7 / [ed] C. Bergsten, E. Jablonka & T. Wedege, Linköping: Svensk förening för matematikdidaktisk forskning, SMDF , 2010, p. 241-250Conference paper (Refereed)
    Abstract [en]

    In this paper I investigate what types of epistemologies are conveyed through properties of mathematical discourse in two lectures. A main purpose is to develop and explore methods for a type of analysis for this investigation. The analysis focuses on the types of statements and types of arguments used in explicit argumentations in the lectures. This type of analysis proves to be useful when characterizing epistemological aspects of lectures. However, some limitations are also noted, in particular that it was common to use more implicit types of argumentations in the lectures, which was not included as data in the present analysis.

  • 1943.
    Österholm, Magnus
    Umeå universitet, Umeå forskningscentrum för matematikdidaktik (UFM).
    Students' summaries of mathematical lectures: Comparing the discourse of students with the discourse of lectures2012In: Mathematics Education: Expanding Horizons. Proceedings of the 35th Annual Conference of the Mathematics Education Research Group of Australasia / [ed] J. Dindyal, L. P. Cheng & S. F. Ng, Singapore: MERGA , 2012, p. 578-585Conference paper (Refereed)
    Abstract [en]

    This study focuses on a distinction between process- and object-oriented discourses when characterising the discourse of university students' summaries of lectures and examining connections between students' discourse and the discourse of lectures. Results show that students' discourse in general tends to be process-oriented, by their use of active verbs and little use of nominalisations. Students' summaries of process-oriented lectures also tend to be more process-oriented, but the differences between individual students are larger than differences caused by variations of the discourse in the lectures.

  • 1944.
    Österholm, Magnus
    Umeå universitet, Umeå forskningscentrum för matematikdidaktik (UFM).
    The ontology of beliefs from a cognitive perspective2010In: Proceedings of the conference MAVI-15: Ongoing research on beliefs in mathematics education, September 8-11, 2009, Genoa, Italy / [ed] F. Furinghetti & F. Morselli, Genoa: Department of Mathematics, University of Genoa , 2010, p. 35-46Conference paper (Refereed)
    Abstract [en]

    In order to refine existing theories of beliefs, attention is given to the ontology of beliefs, in particular how a belief can be seen as a mental object or a mental process. The analysis focuses on some central aspects of beliefs; unconsciousness, context­ualization, and creation and change of beliefs, but also relates to research metho­dology. Through the analysis, the creation of belief is highlighted as a central aspect for more in-depth theories of beliefs. The outline of a theoretical framework is described – a framework that has the benefit of creating a coherent integration of all different aspects discussed, and which can also be used as a framework when designing and analyzing methods for empirical research.

  • 1945.
    Österholm, Magnus
    Umeå universitet, Umeå forskningscentrum för matematikdidaktik (UFM).
    The role of theory when studying epistemological characterizations of mathematics lecture(r)s2012In: The Montana Mathematics Enthusiast, ISSN 1551-3440, E-ISSN 1551-3440, Vol. 9, no 3, p. 431-464Article in journal (Refereed)
    Abstract [en]

    The study presented in this paper is a contribution to the scientific discussion about the role and use of theory in mathematics education research. In particular, focus is here on the use of and comparison between different types of theories and frameworks, which is discussed primarily through the example of an empirical study examining what types of messages about mathematics are conveyed in lectures. The main purpose of this paper is to examine how different types of theories and frameworks can affect different parts of the research process.

  • 1946.
    Österholm, Magnus
    Umeå universitet, Institutionen för naturvetenskapernas och matematikens didaktik.
    The roles of prior knowledge when students interpret mathematical texts2010In: The first sourcebook on nordic research in mathematics education: Norway, Sweden, Iceland, Denmark and contributions from Finland / [ed] Bharath Sriraman, Christer Bergsten, Simon Goodchild, Gudbjorg Palsdottir, Bettina Dahl Søndergaard & Lenni Haapasalo, Charlotte, NC, USA: Information Age Publishing , 2010, p. 431-440Chapter in book (Refereed)
    Abstract [en]

    In this chapter I examine what roles different types of prior knowledge have in the comprehension process when reading mathematical texts. Through theoretical analyses, three central aspects are highlighted; cognitive structure, cognitive process, and metacognition. For all these three aspects, questions arise regarding relationships between general and content-specific types of prior knowledge. Some empirical studies are described that study these questions.

  • 1947.
    Österholm, Magnus
    Umeå universitet, Matematik, teknik och naturvetenskap.
    Theories of epistemological beliefs and communication: A unifying attempt2009In: Proceedings of the 33rd Conference of the International Group for the Psychology of Mathematics Education, 2009, p. 4-257-4-264Conference paper (Refereed)
    Abstract [en]

    In order to develop more detailed knowledge about possible effects of beliefs in mathematics education, it is suggested that we look more in-depth at more general types of theories. In particular, the study of relations between epistemological beliefs and communication is put forward as a good starting point in this endeavor. Theories of the constructs of epistemological beliefs and communication are analyzed in order to try to create a coherent theoretical foundation for the study of relations between the two constructs. Although some contradictions between theories are found, a type of unification is suggested, building on the theories of episte­mological resources and discursive psychology.

  • 1948.
    Österholm, Magnus
    Umeå universitet, Umeå forskningscentrum för matematikdidaktik (UFM).
    To translate between different perspectives in belief research: a comparison between two studies2011In: Nordisk matematikkdidaktikk, ISSN 1104-2176, Vol. 16, no 1-2, p. 57-76Article in journal (Refereed)
    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.

  • 1949.
    Österholm, Magnus
    Umeå universitet, Umeå forskningscentrum för matematikdidaktik (UFM).
    What aspects of quality do students focus on when evaluating oral and written mathematical presentations?2011In: Mathematics: Traditions and [New] Practices. Proceedings of the AAMT–MERGA conference held in Alice Springs, 3–7 July 2011 / [ed] J. Clark, B. Kissane, J. Mousley, T. Spencer & S. Thornton, Adelaide, Australia: AAMT and MERGA , 2011, p. 590-598Conference paper (Refereed)
    Abstract [en]

    University students' evaluations of mathematical presentations are examined in this paper, which reports on part of a pilot study about different types of presentations, regarding different topics, formats (oral or written), and discourses (process- or object-oriented). In this paper focus is on different formats; oral lectures and written texts. Students’ written comments about what is good or bad about given presentations are analysed in order to examine what students focus on when evaluating the quality of presentations. In addition, evaluations given about written and oral presentations are compared in order to examine if/how format affects students’ evaluations regarding quality.

  • 1950.
    Österholm, Magnus
    Umeå universitet, Umeå forskningscentrum för matematikdidaktik (UFM).
    What is the basis for self-assessment of comprehension when reading mathematical expository texts?2015In: Reading Psychology, ISSN 0270-2711, E-ISSN 1521-0685, Vol. 36, no 8, p. 673-699Article in journal (Refereed)
    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.

3637383940 1901 - 1950 of 1956
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