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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

Praxis and phronesis as units of analysis: realising a social science that matters in practitioner inquiry

2014-08-04

The notions of praxis, or practical action, and phronesis, or practical wisdom, are engaged with from two perspectives in this paper – with examples from author’s classroom studies across various Grade schools in Sweden on one hand and the theoretical exposition of these notions across a selection of existing literature on the other. A persuasive case is made for having praxis and phronesis be regarded as units of analysis suitable for grasping as well as furthering practitioner inquiry. The results of such research, conducted as a practice, are aimed at informing the vicarious and the expe...

Uncommon vocabulary in mathematical tasks in relation to demand of reading ability and solution frequency

2014-07-30

This study reports on the relation between commonness of the vocabulary used in mathematics tasks and aspects of students’ reading and solving of the tasks. The vocabulary in PISA tasks is analyzed according to how common the words are in a mathematical and an everyday context. The study examines correlations between different aspects of task difficulty and the presence of different types of uncommon vocabulary. The results show that the amount of words that are uncommon in both contexts are most important in relation to the reading and solving of the tasks. These words are not connected to...

Preservice elementary school teachers' knowledge of fractions : a mirror of students' knowledge?

2014-07-16

This research analyses preservice teachers' knowledge of fractions. Fractions are notoriously difficult for students to learn and for teachers to teach. Previous studies suggest that student learning of fractions may be limited by teacher understanding of fractions. If so, teacher education has a key role in solving the problem. We first reviewed literature regarding students' knowledge of fractions. We did so because assessments of required content knowledge for teaching require review of the students' understanding to determine the mathematics difficulties encountered by students. The pre...

What is the basis for self-assessment of comprehension when reading mathematical expository texts?

2014-07-15

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 ...

A cross-cultural analysis of test anxiety among Chinese, Finnish and Swedish pupils

2014-05-28

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Page Editor: Tomas Bergqvist
2011-09-07

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