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

National tests in mathematics   Teacher talk on the practice of giving support : Teacher talk on the practice of giving support


How Research Conceptualises the Student in Need of Special Education in Mathematics


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



Several studies have demonstrated that substantial learning gains are possible when teacher introduce effective formative assessment into their classroom practice ( e.g. Black & Wiliam, 1998; Hattie, 2009; National Mathematics Advisory Panel, 2008), but a strong research base supporting how effectively help teachers to implement a formative assessment practice is lacking (Schneider & Randel, 2010;Wiliam 2010).

Effective formative assessment (FA) can be conceptualized as practice based on an adherence to the “big idea” of using evidence about student learning...

Unpacking teacher-researcher collaboration with three theoretical frameworks – a case of expansive learning activity?


Long association with a mathematics teacher at a Grade 4-6 school in Sweden, is basis for reporting a case of teacher-researcher collaboration. Three theoretical frameworks used to study its development over time are relational knowing, relational agency and cogenerative dialogue. While relational knowing uses narrative perspectives to explore the experiential and relational nature of collaboration; relational agency, draws on activity theory perspectives and identifies the change in the purpose of collaboration, from initially conducting classroom interventions to co-authoring research. Fi...

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


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...

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