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

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


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


Teacher-researcher collaboration as Formative Intervention and Expansive Learning Activity


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...

Mathematics Curriculum Programs as Tools for Design: An Analysis of the Forms of Address


This paper studies how elementary mathematics curriculum programs can be designed to accommodate a flexible use by a range of teachers. We do so by analyzing three design principles: the provision of multiple entry points, the adoption of a resource-centric material design, and the allowance for flexibility across lessons and units that group lessons. These design principles are examined by describing three forms of address: the look, voice and structure of the curriculum programs. The analysis relates to six curriculum programs from three countries that vary in a number of ways. As such, w...

Beauty as fit : A metaphor in mathematics?


Beauty, which plays a central role in the practice of mathematics, is almost absent in discussions of school mathematics. This is problematic, because students will decide whether or not to continue their studies inmathematics without having an accurate picture of what the subject is about. In order to have a discussion about how to introduce beauty into the school mathematicscurriculum, we need to have a clear idea about what beauty means. That is the aim ofthis study, with a focus on characterising beauty in mathematical proof.

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