Umeå Forskningscentrum för Matematikdidaktik (UFM)

UFM är ett tvärvetenskapligt nätverk av forskare, doktorander samt lärare från skola och högskola som är engagerade i forskning, forskarutbildning och utvecklingsarbeten med anknytning till UFM:s forskningsteman.

Senaste publikationer från UFM

The role of linguistic features when reading and solving mathematics tasks in different languages


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 ...

Proceedings of the 42nd Conference of the International Group for the Psychology of Mathematics Education


Counting on : Long Term Effects of an Early Intervention Programme


This paper reports the long-term results of an intervention study with 134 six-year-old students from seven preschool-classes in northern Sweden to evaluate whether the Think, Reason and Count in Preschool-class programme (TRC) could prevent at-risk students from becoming low-performing students in mathematics. Whereas the pre-test score revealed that the intervention and the control group preformed equally, scores on the delayed follow-up-test in Grade 3 showed that the intervention group performed better than the control group and that at-risk students had closed the performance gap betwe...

Cognitive Abilities and Mathematical Reasoning in Practice and Test Situations


Research studies have shown that to develope conceptual understanding of mathematics, practice needs to that focus this skill. In this study, the aim is to examine how different practice tasks, which promotes either imitative or creative mathematical reasoning, can influence which variables (i.e., cognitive abilities, mathematics grade, and gender) that are important for task completion. Two earlier studies show that cognitive abilities are more important in the test situation when students have practiced with imitative tasks. The result from this study indicate that although cognitive abil...

Variation of explicit argumentation in mathematics textbooks


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Sidansvarig: Tomas Bergqvist



Umeå Forskningscentrum för Matematikdidaktik (UFM)

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