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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

Problemlösning i Nämnaren under 2000-talet

2014-03-06

Med utgångspunkt i ett stort antal artiklar om problemlösning i de 15 senaste årens Nämnaren diskuteras i artikeln några intressanta problem och problemlösningens roll i skolans matematikundervisning.

Analysing two group-tasks and a collaborative classroom practice with Engeström’s activity theory

2014-03-02

Two teachers, Olaf and Knut conduct two group-tasks in succession, early in the academic year at a Gymnasium in Norway. In such conduct they steer classroom practice from traditional instruction with Olaf alone as teacher, to cooperative learning in small groups with guidance from both. While ‘When Together’ initiated cooperative learning by students within groups, the second ‘How Heavy’ initiated student groups to build upon group cooperation and work with other student groups in a collaborative classroom practice. It was Olaf and Knut’s intention as teachers to conduct instruction with st...

Stress och påverkan på de nationella provresultaten för åk 3

2014-02-12

Hur upplever 9-10 åringar de nationella proven i åk 3? Påverkar upplevelsen prestationen? Påverkas något matematikdelområde mer eller mindre av upplevelsen? Skiljer sig olika uppgifter åt beroende på om de har mer eller mindre text respektive bilder? Vad kan man som lärare tänka på och göra i allmänhet och i synnerhet vid prov/förhörssituationer?

Läsåret 2012/13 genomfördes en studie med 624 st elever i åk 3 för att bringa klarhet i ovan frågor. Eleverna fick göra olika arbetsminnesövningar och svara på frågor om stress, motivation och attityder, etc. Teoretiskt tror man nämligen att ...

Vad vet vi om hur matematiklärare arbetar för att utveckla elevers matematikkunskaper?

2014-02-12

The role of cognitive-affective factors in underachievement

2014-02-04

There is converging evidence on the strong relationship between working memory capacity and mathematical performance. Test anxiety is a potential moderating factor involved in the relationship between working memory and academic performance. Based on Eysenck and Calvo’s (1992) Processing Efficiency Theory the present study investigated whether associations between working memory and educational achievement in mathematics were moderated by test anxiety. 624 children aged 9-10 years completed verbal, spatial, and complex working memory tasks. Test anxiety was measured using the Children’s Tes...

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Page Editor: Tomas Bergqvist
2011-09-07

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Umeå Mathematics Education Research Centre (UMERC)

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