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  • 1. Andreassen, I. Skoland
    et al.
    Breiteig, Trygve
    Grevholm, Barbro
    Innsikt i elevers prestasjoner innenfor tall og algebra2005In: Vurdering i matematikk, hvorfor og hvor?: fra småskoletil voksenopplæring : nordisk konferanse i matematikkdidaktikk ved NTNU 15. og 16. november 2004 / [ed] I. Stedøy, Trondheim: Department of Geography, Norwegian University of Science and Technology, 2005, p. 113-128Conference paper (Other academic)
  • 2. Bergsten, Christer
    et al.
    Botten, G.
    Fuglestad, A-B
    Grevholm, Barbro
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Background document: The Education and competence development of mathematics teachers in Norway and Sweden2004In: Educating for the Future: proceedings of an International Symposium on Mathematics Teacher Education : preparation of mathematics teachers for the future / [ed] Rudolf Stræsser; G. Brandell; B. Grevholm; O. Helenius, Stockholm: The Royal Swedish Academy of Sciences , 2004, p. 9-38Conference paper (Refereed)
  • 3. Bergsten, Christer
    et al.
    Grevholm, Barbro
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Introduction Mathematics and language2004In: Mathematics and language: proceedings of MADIF 4 : the 4th Swedish Mathematics Education Research Seminar : [MADIF 4] / [ed] Christer Bergsten; Barbro Grevholm, Linköping: Svensk förening för MatematikDidaktisk Forskning - SMDF, 2004, p. 1-6Conference paper (Refereed)
  • 4. Brandell, Gerd
    et al.
    Grevholm, Barbro
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Soro, R.
    Stedøy, I.M.
    Women in mathematics - is that a problem in the Nordic countries?2004In: Mathematics education - the Nordic way: a pre ICME-10 production, Trondheim: Department of Geography, Norwegian University of Science and Technology, 2004, p. 84-94Chapter in book (Other academic)
  • 5. Breiteig, Trygve
    et al.
    Grevholm, Barbro
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    The transition from arithmetic to algebra: to reason, explain, argue, generalize and justify2006In: Proceedings 30th Conference of the International Group for the Psychology of Mathematics Education / [ed] J. Novotná; H. Moraová; M. Krátká; N. Stehlíková, Prague: PME, Charles University , 2006, Vol. 2, p. 225-232Conference paper (Refereed)
    Abstract [en]

    This paper considers year eleven students' solutions of a specific task, which includes both a numerical part and a generalization of the task context that needs a transition from arithmetic to algebra. We investigate if students can solve the given problem, explain a solution and justify why the generalized problem always can be solved. Students prefer to explain in rhetoric rather than in symbolic algebra. Seven different ways of explaining are traced among the written answers. Few students are able to give an acceptable justification for the solution of the generalized problem, even after a course including work with this kind of problem. There are signs of students being unfamiliar with meta-cognitive activity.

  • 6. Breiteig, Trygve
    et al.
    Grevholm, Barbro
    Kislenko, Kirsti
    Beliefs and attitudes in mathematics teaching and learning2005In: Vurdering i matematikk, hvorfor og hvor?: fra småskoletil voksenopplæring : nordisk konferanse i matematikkdidaktikk ved NTNU 15. og 16. november 2004 / [ed] I. Stedøy, Trondheim: Department of Geography, Norwegian University of Science and Technology, 2005, p. 129-138Conference paper (Other academic)
  • 7.
    Grevholm, Barbro
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    A Nordic Graduate School in mathematics education starts in 20042004In: Nordisk matematikkdidaktikk, ISSN 1104-2176, Vol. 9, no 1, p. 75-76Article in journal (Other academic)
  • 8.
    Grevholm, Barbro
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Activities in the Nordic graduate school of mathematics education during 20052005In: Nordisk matematikkdidaktikk, ISSN 1104-2176, Vol. 10, no 1, p. 57-59Article in journal (Other academic)
  • 9.
    Grevholm, Barbro
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Continued activities for the Nordic Graduate School2006In: Nordisk matematikkdidaktikk, ISSN 1104-2176, Vol. 11, no 3, p. 85-88Article in journal (Other academic)
  • 10.
    Grevholm, Barbro
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Kognitiva verktyg för lärande i matematik: tankekartor och begreppskartor2005In: Tangenten: tidsskrift for matematikk i grunnskolen, ISSN 0802-8192, Vol. 16, no 1, p. 22-29Article in journal (Other academic)
    Abstract [en]

    The article discusses concept maps and thinking maps as cognitive and metacognitive tools. It is a goal to create an overview and coherence of actual knowlegde on different areas of mathematics, and use these as tools to enhance learning. The concept of equation is treated as an example, the article also outlines practical use of conceptual maps at student level and for teachers.

  • 11. Grevholm, Barbro
    Matematikdidaktikens möjligheter i en forskningsbaserad lärarutbildning2006In: Fag og didaktikk i lærerutdanning: Kunnskap i grenseland, Oslo: Universitetsforlaget, 2006, p. 183-206Chapter in book (Other academic)
  • 12.
    Grevholm, Barbro
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Mathematics worth knowing for a prospective teacher2004In: International Perspectives on Learning and Teaching Mathematics, Göteborg: National Center for Mathematics Education (Nationellt centrum för matematikutbildning) (NCM) , 2004, p. 519-536Chapter in book (Other academic)
  • 13.
    Grevholm, Barbro
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    New courses in mathematics education for doctoral students2004In: Nordisk matematikkdidaktikk, ISSN 1104-2176, Vol. 9, no 4, p. 65-67Article in journal (Other academic)
  • 14.
    Grevholm, Barbro
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    New dissertations in mathematics education by doctoral students in the Nordic Graduate school2006In: Nordisk matematikkdidaktikk, ISSN 1104-2176, Vol. 11, no 1, p. 75-78Article in journal (Other academic)
  • 15.
    Grevholm, Barbro
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Nordic resources for doctoral students in mathematics education2004In: Nordisk matematikkdidaktikk, ISSN 1104-2176, Vol. 9, no 2, p. 183-185Article in journal (Other academic)
  • 16.
    Grevholm, Barbro
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Om att handleda doktorander i matematikdidaktik: Några illustrationer och reflektioner2006In: Perspektiv på kunskapens och lärandets villkor: [festskrift tillägnad professor Ole Björkqvist], Vasa: Pedagogiska fakulteten vid Åbo Akademi , 2006, p. 65-75Chapter in book (Other academic)
  • 17. Grevholm, Barbro
    Research on student teachers' learning in mathematics and mathematics education2004In: Proceedings of the ninth international congress on mathematical education: 2000 Makuhari, Japan : ICME 9, Tokyo/Makuhari 2000, Norwell, Mass: Kluwer Academic Publishers, 2004, p. 131-132Conference paper (Refereed)
    Abstract [en]

    In a longitudinal study I follow the first group of students aiming to become teachers in mathematics and science for compulsory school, grades 4-9. The research focus is the students' development of concepts in mathematics and mathematics education.

  • 18.
    Grevholm, Barbro
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Some examples of recent research in mathematics education: what it is about and how it is done2006In: Pathways into research-based teaching and learning in mathematics and science education, Juväskylä: Jyväskylä university , 2006, p. 50-74Chapter in book (Other academic)
  • 19.
    Grevholm, Barbro
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    The Nordic Graduate School in mathematics education: a growing network2005In: Nordisk matematikkdidaktikk, ISSN 1104-2176, Vol. 10, no 2, p. 61-62Article in journal (Other academic)
  • 20.
    Grevholm, Barbro
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    The Nordic Graduate School in mathematics education: Summer school of 20062006In: Nordisk matematikkdidaktikk, ISSN 1104-2176, Vol. 11, no 2, p. 71-74Article in journal (Other academic)
  • 21.
    Grevholm, Barbro
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    The Nordic Graduate School into its fourth year of activities2006In: Nordisk matematikkdidaktikk, ISSN 1104-2176, Vol. 11, no 4, p. 137-141Article in journal (Other academic)
  • 22.
    Grevholm, Barbro
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    The third year of activities in the Nordic Graduate School in mathematics education2005In: Nordisk matematikkdidaktikk, ISSN 1104-2176, Vol. 10, no 3-4, p. 101-104Article in journal (Other academic)
  • 23. Grevholm, Barbro
    What are the needs for doctoral students in mathematics education?2004In: Nordisk matematikkdidaktikk, ISSN 1104-2176, Vol. 9, no 3, p. 67-69Article in journal (Other academic)
  • 24. Grevholm, Barbro
    What does it mean for mathematics teacher education to be research based?2004In: Educating for the Future: proceedings of an International Symposium on Mathematics Teacher Education : preparation of mathematics teachers for the future / [ed] Rudolf Stræsser; G. Brandell; B. Grevholm; O. Helenius, Stockholm: The Royal Swedish Academy of Sciences , 2004, p. 119-134Conference paper (Refereed)
  • 25.
    Grevholm, Barbro
    et al.
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Brandell, Gerd
    Luleå tekniska universitet.
    Women and mathematics: the Swedish situation1998In: European Congress of Mathematics / [ed] A. Balog, Birkhäuser Verlag, 1998, Vol. 2, p. 359-366Conference paper (Refereed)
  • 26.
    Grevholm, Barbro
    et al.
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Even, R.
    Szendrei, J.
    Carillo, J.
    From a study of teaching practices to issues in teacher education2004In: European Research in Mathematics Education III: proceedings of the Third Conference of the European Society for Research in Mathematics Education, 28 February-3 March 2003, Bellaria, Italia / [ed] Maria Alessandra Mariotti, Pisa: European Society for Research in Mathematics Education, 2004Conference paper (Refereed)
  • 27.
    Grevholm, Barbro
    et al.
    Agder University College, Norway.
    Johnsen, Veslemøy
    Agder University College, Norway.
    Berg, Claire
    Agder University College, Norway.
    Student teachers' participation in a research project in mathematics education2006In: Teaching mathematics: Retrospective and perspectives, 7th international conference, Tartu Ulikool. , 2006, p. 61-68Conference paper (Refereed)
    Abstract [en]

    Teacher education is meant to be research based and many teacher educators try in different ways to achieve this aim also for the school practice during education. We report on an experiment to design a new form for inclusion of research during practice. A group of student teachers have during their fifth semester carried out interviews with pupils. The classroom observations and interviews take their starting point in data that have been collected in other parts of a larger ongoing research project. The students transcribe, analyse and report their results in written essays. We will describe the design, its results and evaluation. The theoretical framework used is the model for teacher competencies by Niss [1]. The research questions in the paper are (1) ‘In what ways is it meaningful to involve student teachers during practice in a research project?' and (2) ‘What kind of elements of learning do the students perceive in such a situation?'

  • 28.
    Grevholm, Barbro
    et al.
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Persson, Lars-Erik
    Luleå University of Technology, Department of Engineering Sciences and Mathematics, Mathematical Science.
    Wall, Peter
    Luleå University of Technology, Department of Engineering Sciences and Mathematics, Mathematical Science.
    A dynamic model for education of doctoral students and guidance of supervisors in research groups2005In: Educational Studies in Mathematics, ISSN 0013-1954, E-ISSN 1573-0816, Vol. 60, no 2, p. 173-197Article in journal (Refereed)
    Abstract [en]

    In the department of mathematics of the Luleå University of Technology in Sweden, a dynamic model for the education of doctoral students and guidance of supervisors in research groups has been developed and applied for several years now. Presently groups in mathematics as well as a group in mathematics education are working according to this model and treated in the same way. Moreover, both the students and the supervisors get some education and experience also in elements, which usually are not included in more traditional models for supervision in the mathematical sciences in Sweden. In this paper, we describe our model as well as some experiences of it. Moreover, the results of a questionnaire addressed to and answered by all doctoral students (both finished and still in the program) are presented, evaluated and compared with some related investigations in Sweden. We claim that the students in general are very satisfied to be supervised and guided in this way. In principle, there have been no cases of dropping out of the Ph.D. programs, students obtained their degrees within the stipulated time and the careers after the studies have been successful. We hope that this positive experience will stimulate other universities to test and evaluate our model (or relevant parts of it) under different conditions.

  • 29.
    Grevholm, Barbro
    et al.
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Wall, Peter
    Luleå University of Technology, Department of Engineering Sciences and Mathematics, Mathematical Science.
    Persson, Lars-Erik
    En dynamisk modell för handledning av doktorander och handledare i forskargrupper2004In: Den första nordiska forskarhandledarkonferensen: 13-15 maj 2003 i Umeå, Umeå universitet , 2004, p. 37-68Conference paper (Refereed)
  • 30. Hundeland, Per Sigurd
    et al.
    Erfjord, Ingvald
    Grevholm, Barbro
    Breiteig, Trygve
    Teachers and researchers inquiring into mathematics teaching and learning: the case of linear functions2007In: Relating practice and research in mathematics education: Proceedings of NORMA 05 / [ed] Christer Bergsten, Trondheim: Tapir Academic Press , 2007, p. 299-310Conference paper (Refereed)
    Abstract [en]

    The teachers in this study are participants in the LCM1- (Learning Communities in Mathematics) project run at Agder University College. The project emphasises the development of communities of teachers and researchers focused on inquiry in mathematics and teaching. This paper deals with a well-planned lesson in an eleventh grade class in a Norwegian upper secondary school. We will present data that illustrate how the teachers intervened to reach certain goals that had been identified through the planning process. These interventions identified discourses, which showed that there was a discrepancy between how the teachers interpreted and used a certain word for a mathematical concept and how the students interpreted the same word. Our findings illuminate common challenges faced when trying to build a community of inquiry in the classroom.

  • 31. Juter, K.
    et al.
    Grevholm, Barbro
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Students' conceptions of limit and infinity2004In: Proceedings of the 28th Conference of the International Group for the Psychology of Mathematics Education: PME 28 / [ed] Marit J. Høines; Anne Berit Fuglestad, Bergen: Bergen University College , 2004, p. 1-312Conference paper (Refereed)
  • 32.
    Kislenko, Kirsti
    et al.
    Agder University College.
    Grevholm, Barbro
    Lepik, Madis
    Tallin University.
    Mathematics is important but boring: students' beliefs and attitudes towards mathematics2007In: Relating practice and research in mathematics education: proceedings of NORMA 05, Fourth Nordic Conference on Mathematics Education, Trondheim, 2nd-6th September 2005 / [ed] Christer Bergsten, Trondheim: Tapir Academic Press , 2007, p. 349-360Conference paper (Refereed)
    Abstract [en]

    Students' beliefs and attitudes towards mathematics teaching and learning is the focus of the study described in this paper. Some preliminary results from research carried out in Norway in 2005 are given, which focus on first year students in upper secondary school. The answers from the ninth grade students in 2005 are briefly compared with students' responses from 1995 when corresponding data was collected within the KIM project in Norway. Both of these studies use a questionnaire elaborated in 1995. Some of the aspects related to a similar study amongst Estonian students, that will take place in spring 2006, are also discussed.

  • 33.
    Leder, Gilah C.
    et al.
    La Trobe University.
    Brandell, Gerd
    Lund University.
    Grevholm, Barbro
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    The Swedish graduate school in mathematics education: conception, birth and development of a new doctoral programme2004In: Nordisk matematikkdidaktikk, ISSN 1104-2176, Vol. 9, no 2, p. 123-144Article in journal (Refereed)
  • 34. Njord, S.
    et al.
    Svingby, G.
    Grevholm, Barbro
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Kategorisering av små gruppers handlingar2004In: Mathematics and language: proceedings of MADIF 4 : the 4th Swedish Mathematics Education Research Seminar : [MADIF 4] / [ed] Christer Bergsten; Barbro Grevholm, Linköping: Svensk förening för MatematikDidaktisk Forskning - SMDF, 2004, p. 194-202Conference paper (Refereed)
  • 35.
    Olteanu, Constanta
    et al.
    Högskolan i Kristianstad.
    Grevholm, Barbro
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Ottosson, Torgny
    Högskolan i Kristianstad.
    A theoretical framework for analysis of teaching - learning processes in algebra2004In: Mathematics and language: proceedings of MADIF 4 : the 4th Swedish Mathematics Education Research Seminar : [MADIF 4] / [ed] Christer Bergsten; Barbro Grevholm, Linköping: Svensk förening för MatematikDidaktisk Forskning - SMDF, 2004, p. 203-211Conference paper (Refereed)
    Abstract [en]

    The article focuses on describing a theoretical framework, which can be applied to analyse the teaching and learning processes that occur in the classrooms as seen from the student's and the teacher's point of view. This theoretical framework can be used to analyse teaching and learning processes in general, but the authors apply it to teaching and learning processes in algebra. More specifically, they use it to analyse the quadratic functions and equations as an object of learning and the way in which the forming of this object of learning during classroom lessons influences the students' learning.

1 - 35 of 35
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