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Håkan
Lennerstad, is associate professor in applied mathematics at the Blekinge Institute of Technology, where he researches in discrete mathematics with applications to computer systems and coding theory. He has also written text books in mathematics and carried out projects in mathematics education. An initial theme for mathematics education has been matematical dialogue in order to enhance understanding, which soon led to work about the at least three different languages appearing in a mathematics classroom: formal language, mathematical terminology and natural language, in addition to possibly other native languages. Other work has been about so called mathematical maps, where geography is a metaphor for students to describe their mathematics knowledge, and a periodic system for mathematical functions providing overview over a central concept. He has also organized courses for teachers in dialogue seminar form, where the teachers’ dialogues about their professional experiences provide starting points both for the continued dialogue as well as for research directions (see www.dialoger.se). A general conclusion is that we teachers have a lot to learn about how students try to understand mathematics. Advances in this respect are very rewarding professonally. A few references in mathematics education: Hvordan kan dialogen anvendes som værktøj i matematikundervisningen? |
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Lena Lindenskov, is associate professor in mathematics education at DPU School of Education, Aarhus University. Lena works at the Research Department of : ‘Research programme for subject matter didactics’) with adult learning mathematics as one of her research interests. Her different research interests in adults’, adolescents’ and children’s engagements in learning and utilising subjects such as mathematics is symbolised in the question Should it be hard. The ‘should’ symbolises the silent power regime of mathematics as a tool for screening out a certain amount of people, i.e. by exacting mathematics at a certain level to access education and job. The ‘it’ symbolises the need for seriously analysing and reflecting upon which competences are relevant: is ‘it’ conceptual math understandings, math skills, mathematical competences, math-containing competences as analytical competences or ? The ‘hard’ symbolises people’s experiences of struggling with difficulties in mathematics. |
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Birgitte Henriksen
is a Master in Mathematics Education and also a Master in German Teaching and Learning. She teaches Mathematics at the Teacher Education Blågaard/KDAS and worked previously as Senior Consultant at NAVIMAT, the National Center of Mathematics Education, which is part of the Profession Institute DIDAK at UCC, University College Capital. Previously she taught mathematics at an adult education center and a language center. During her studies at Danmarks Pædagogiske Universitetsskole, she has developed projects and a thesis, which has focused on bilingual and mathematics teaching. At the Stockholm Seminar there will be focus on the bilingual dimension in mathematics teaching. Both the productive as the receptive language dimension will be addressed. The results of a mini project will be presented. The mini project deals with the linguistic challenges,that students may encounter in relation to mathematics teaching. |
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Ulf P Lundgren har en stor och bred erfarenhet från utbildningsområdet, både som forskare och ledare. Han har varit professor i både psykologi och pedagogik vid flera nordiska universitet, rektor vid Högskolan för lärarutbildning och generaldirektör för Skolverket. Bland flera viktiga forskningsområden där Ulf spelat en viktig roll kan nämnas betoningen av empiriska studier av undervisningen samt etablerandet av ramfaktorteori. Vidare har han varit huvudsekreterare vid Vetenskapsrådet och verkat som expert inom UNESCO, OECD och en rad europeiska utbildningsministerier. Som deltidsanställd verkar han numera vid Nationellt Centrum för Matematikutbildning, vid Uppsala universitet , Linnéuniversitetet och vid Utbildningsradion. |
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Anna Svärd är gymnasielärare i matematik och fysik och har erfarenhet undervisning på grundskolan, Komvux, Grundvux, Ungdomsgymnasiet och högskolan. För tillfället deltar hon i lärarlyftets lic-forskarskolan och är doktorand vid Högskolan i Kristianstad högskola och Växjö universitet samtidigt som hon behåller sin undervisning vid gymnasieskolan. Anna Svärd kommer att tala om en forskningsmodell för hur elever lagrar matematisk kunskap och ge några exempel på detta. I samband med detta kommer olika representationer i matematik att behandlas och då främst visualiseringar. Exempel på visualiseringar kommer att ges bl a applets på internet och med programmet GeoGebra. |