Visit by Candia Morgan

On May 25-27, 2011, Candia Morgan from The University of London visited Umeå Mathematics Education Research Centre (UMERC). During her visit, she participated in different seminars and worked together with members of UMERC.

Candia Morgan has worked as a secondary school mathematics teacher and teacher educator. She is well known in the research community, perhaps in particular for her work focusing on linguistic and discursive perspectives in mathematics education research, where her research interests also include aspects of curriculum and assessment.

Program

The program was primarily organized around activities with a common theme.

Wednesday, May 25

Theme: Analysis of curriculum documents
10.15-11.15
"Curriculum texts: constructing mathematics, teachers and students" (abstract available)
Candia Morgan, University of London
11.15-12.00
"Competencies in Swedish mathematics syllabuses"
Ewa Bergqvist & Tomas Bergqvist, Umeå University
Theme: Assessment
13.00-13.45
"Introducing national examination in Swedish primary education: Implications for test anxiety" (abstract available)
Mikaela Nyroos, Umeå University
13.45-14.30
"Pedagogical Assessment in Mathematics in Finland"
Johan Korhonen, Åbo Akademi University
14.50-15.35
"The impact of a comprehensive teacher professional development program in formative assessment on student achievement and teacher practice"
Catarina Andersson & Erika Boström, Umeå University

Thursday, May 26

Seminar in doctoral course
09.00-11.00
Discussions around research article:
Morgan, C., Mariotti, M. A., & Maffei, L. (2009). Representation in computational environments: epistemological and social distance. International Journal of Computers for Mathematical Learning, 14(3), 241-263.
Theme: Language, part 1
13.00-14.30
"Evolution of school mathematics discourse: analysing change in examination questions" (workshop)
Candia Morgan, University of London
14.50-15.20
"Aspects of the mathematical register: Searching for a suitable focus for a study"
Anneli Dyrvold, Umeå University
15.20-15.50
"Symbols in the mathematical language of schooling"
Ida Bergvall, Uppsala University

Friday, May 27

Theme: Language, part 2
09.30-10.15
"Reading and solving mathematical tasks" (abstract available)
Ewa Bergqvist & Magnus Österholm, Umeå University
10.35-11.20
"The discourse of mathematical presentations"
Magnus Österholm, Umeå University

Abstracts

Curriculum texts: constructing mathematics, teachers and students
Candia Morgan, University of London
Curriculum documents, texts providing guidance for teachers and textbooks intended for classroom use not only define the mathematics that is to be taught and learnt but also construct positions for teachers and for students, suggesting the qualities they may have and the ways in which they may act. While these constructed positions do not determine the actual positions adopted in the classroom, they make a privileged contribution to the resources that participants may draw on as they work out their identities as teachers and students of mathematics. Using tools drawn from Critical Discourse Analysis, I shall examine some examples taken from the official discourse of the mathematics curriculum in the United Kingdom in order to consider the nature of the pedagogic relationships and the teacher and student positions made available.

Introducing national examination in Swedish primary education: Implications for test anxiety
Mikaela Nyroos, Umeå University
In recent years Sweden’s international education ranking has declined. Therefore, a number of political initiatives have been launched. The latest reform introduces mandatory national examinations in primary education. A possible adverse effect of standardised testing is test anxiety among pupils, which may have a significant negative impact on examination performance. However, there has been little research on this area in Sweden. The current study explores the experience of test anxiety related to mathematics and Swedish in a sample of 40 grade 3 pupils using a modernised standardised test for measuring children’s test anxiety. The results show that test anxiety, in particular its subcomponent autonomic reactions, is related to poor performance in Swedish. In mathematics there is an especially marked relationship between the subtest Written arithmetic and test anxiety, particularly its subcomponent anxious thoughts.

Reading and solving mathematical tasks
Ewa Bergqvist & Magnus Österholm, Umeå University
During this presentation we will summarize our recent studies focusing on relationships between reading and solving mathematical tasks. We will discuss theoretical and methodological issues and also some empirical results. More information about our studies can be found here:
http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-39699http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-42287http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-31890


Page Editor: Magnus Österholm

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Related Information

Homepage of Candia Morgan