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

Den flerspråkiga elevens nationella provdeltagande i matematik : diskursiva förutsättningar


Multilingual students’ participation in national tests in mathematics – discursive prerequisites. This article explores discursive prerequisites in test-taking for second language learners with other mother tongues than Swedish. Four students were interviewed in 2016 during their final year of compulsory school. The results imply that multilingual students are positioned as disadvantaged within testing. This phenomenon is mainly situated in a competitive discourse with several subordinated discourses that further position the students: A discourse of justice positioned the students as being...

Linguistic Features in Mathematics PISA Tasks in Different Languages


Linguistic properties of PISA mathematics tasks in different languages


The mathematics PISA tasks are primarily supposed to measure mathematicalability and not reading ability, so it is important to avoid unnecessarydemands of reading ability in the tasks. Many readability formulas are usingboth word length and sentence length as indicators of text difficulty. In thisstudy, we examine differences and similarities between English, German, andSwedish mathematics PISA tasks regarding word length and sentence length.We analyze 146 mathematics PISA tasks from 2000–2013, in English, German,and Swedish. For each task we create measures of mean word and sentencelength...

Argumentation in university textbooks : Comparing biology, chemistry and mathematics


Evaluation of a large scale professional development program : Vol 2


This paper reports on a par of an evaluation of the professional development program (PDP) Boost for Mathematics in Sweden. Around 200 mathematics lessons were observed, and the teachers were interviewed after each lesson. The findings indicate that the PDP has had a significant impact on the teachers’ knowledge about the mathematical competencies as they are presented in the national curriculum documents, and that the teaching practice had improved and now gives the students better possibilities to develop the competencies. The results also show that these improvements are still present on...

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