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Umeå Mathematics Education Research Centre (UMERC)

UMERC is an interdisciplinary network of researchers, research students and teachers from school and university, who are engaged in research and research education in connection to the UMERC research themes.

Latest publications from UMERC

Activity settings and pedagogical categories

2015-04-29

This report discusses analysis of data collected as participant observer during doctoral work (Gade, 2006), examined more recently with Engeström’s version of activity theory (Gade, 2014). The empirical data under consideration refer to two particular group tasks conducted by two experienced teachers at the commencement of the academic term, with all students assembled into small groups. I consider the conduct of these tasks as an Activity setting (Tharp & Gallimore, 1988), in realising which teachers exemplified the pedagogical category of Joint productive activity (Dalton & Tharp...

A cross-cultural analysis of the voice of curriculum materials

2015-04-16

This paper presents a cross-cultural analysis of how authors of elementary mathematics curriculum materials communicate with teachers and what they communicate about, focusing on six teacher’s guides from three distinct school systems, Flanders, U.S. and Sweden. Findings revealed distinct differences between approaches common to each cultural context that relate to different educational traditions. These findings point to differing assumptions about the knowledge needed by teachers to enact instruction. Further research is needed to explore these patterns qualitatively and consider teachers...

Cultural and Gender Differences in Experiences and Expression of Test Anxiety Among Chinese, Finnish, and Swedish Grade 3 Pupils

2015-03-14

While test anxiety has been studied extensively, little consideration has been given to the cultural impacts of children's experiences and expressions of test anxiety. The aim of this work was to examine whether variance in test anxiety scores can be predicted based on gender and cultural setting. Three hundred and ninety-eight pupils in Grade 3 in China, Finland, and Sweden, each of which has different testing realities, completed the Children's Test Anxiety Scale (CTAS). Exploratory structural equation modeling (ESEM) results indicated that the Chinese sample scored more highly on the aut...

ICT-supported problem solving and collaborative creative reasoning : Exploring linear functions using dynamic mathematics software

2015-03-01

Teacher-researcher collaboration as Formative Intervention and Expansive Learning Activity

2015-02-09

Extended teacher-researcher collaboration is reported in this paper, by drawing upon cultural historical activity theory and/or CHAT perspectives. Teaching is herein conceived as a dialectical practice in which teachers are both shaped by and shape instructional practices. The conduct of three instructional interventions is outlined which together constitute and exemplify the construct of Formative Intervention. The manner in which teacher-researcher collaboration evolves during such conduct, exemplifies another construct of Expansive learning activity. While the former takes collective cla...

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Page Editor: Tomas Bergqvist
2011-09-07

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