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

Mathematical Reasoning: Creative versus Imitative Teaching Methods


Learning mathematics by Creative or Imitaive Reasoning


Learning mathematics through algorithmic and creative reasoning


There are extensive concerns pertaining to the idea that students do not develop sufficient mathematical competence. This problem is at least partially related to the teaching of procedure-based learning. Although better teaching methods are proposed, there are very limited research insights as to why some methods work better than others, and the conditions under which these methods are applied. The present paper evaluates a model based on students’ own creation of knowledge, denoted creative mathematically founded reasoning (CMR), and compare this to a procedure-based model of teaching tha...

Teacher-researcher collaboration as transformation – A case study


This paper details researcher collaboration with Lotta, a mathematics teacher at a Grade 4-6 school. This began with a six month study during which I observed Lotta's classroom teaching at Grade six. My pursuit of narrative perspectives in this study, created room for intersubjectivity and endeared Lotta and me to collaborate thereafter. Lotta's application for project funding from national school authorities, then paved way for researcher intervention in Lotta's teaching, at her now Grade four. Our conceiving teaching-learning in Vygotskian terms allowed for two kinds of interventions. Tal...

The impact of a teacher professional development program in formative assessment on mathematics teachers’ classroom practice


This is a substudy in a project about a comprehensiveprofessional development program (PDP) in formative assessment (FA) formathematics teachers. My aim is to investigate in which ways the teachers’classroom practice change, with respect to FA, after participating in the PDP andwhat some of the reasons may be for these changes. Fourteen randomly chosenmathematics teachers in secondary school participated in the PDP. The teachers wereinterviewed and their classroom practice observed before and after the PDP.They have also answered two questionnaires. The PDPand the analysis about the teacher...

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