Matematikksenterets bidrag under Norma-konferansen

Konferansen Norma 20 avholdes digitalt denne uka. Tema for konferansen er "Nordic mathematics education: what it takes or means to bring Nordic mathematics education into the future", med to undertema: "Den nordiske modellen" og "Teknologi i matematikkundervisningen" 



Over 100 forskere fra seks land presenterer sine forskningsresultater under konferansen. Her er alle bidragene (PDF).



Matematikksenteret presenterer 3 artikler: 

"The work of leading mathematical discussions in kindergarten: a Norwegian case study"

Camilla Normann Justnes og Reidar Mosvold (s. 153)



Abstract: The core practice of leading mathematical discussions has received considerable attention in the school context, but few studies have investigated this practice in a kindergarten context. This study investigates what tasks teachers might be faced with in the work of leading mathematical discussions in a Norwegian kindergarten context. Inductive analyses from a case study of a kindergarten teacher’s discussion with a group of four children identify four tasks of teaching in the work of leading mathematical discussions: 1) use of concrete materials to facilitate mathematical play and investigations, 2) use of metaphors to describe mathematical concepts, 3) use of questions to elicit children’s mathematical thinking, and 4) use of praise to support children’s mathematical selfconfidence

"How does professional development influence Norwegian teachers’ discourses on good mathematics teaching?"

Olaug Lona Svingen (s. 241)



Abstract: This study examines how practice-based professional development influences the discourse of a group of Norwegian primary mathematics teachers. Through cycles of enactment and investigation, in-service teachers (ISTs) learn teaching practices that constitute ambitious teaching. The teachers are interviewed before and after professional development and a coding-scheme from the analysis of the pre-interviews is used to analyze the post-interviews to find changes in how teachers conceptualize good mathematics teaching. The findings show that new categories emerge in how the teachers conceptualize good mathematics teaching

"Whiteboards as a problem-solving tool"

Ingunn Valbekmo og Anne-Gunn Svorkmo (s. 281)



Abstract: Previous research shows there is more discussion, participation and persistence when pupils work on vertical whiteboards. In this study, we investigate how neighbouring whiteboards support two pupils solving problems in mathematics. We analyse classroom observations using characteristics of “thinking classrooms” to explore the pupils’ work on whiteboards, examining what they notice, what they use from other pupils’ whiteboards and how they process this in their work. The findings indicate that whiteboards give pupils opportunities to a) discuss different elements of the task, b) support each other during the problem-solving process and c) work independently to find knowledge in interaction with classmates and classmates’ work

I tillegg til til de som presenterer artikler er Mona Nosrati medforfatter i artikkelen

"The role of number line estimation in mathematics teaching and learning: A narrative literature review"

Abstract: While the importance of both computational estimation and measurement estimation in children’s learning of mathematics is well known and has been widely researched, little attention has been paid to number line estimation, a mathematical competence that has only in the last two decades gained the attention of researchers. In this paper, we present a narrative review of the literature relating to number line estimation in the teaching and learning of school mathematics. In so doing, we focus on the development of number line estimation in children, the mathematics learning implications of number line estimation competence and how different approaches to the investigation of number line estimation have yielded different insights into children’s cognition. Finally, we consider the didactical implications of the review and appeal to curriculum developers to integrate more widely this important competence.

Artikkelen er på s. 165 i denne samlingen (PDF).