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  • 1.
    Tossavainen, Timo
    et al.
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Rensaa, Ragnhild Johanne
    Department of Electrical Engineering, The Arctic University of Norway, Narvik, Norway.
    Johansson, Monica
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Swedish first-year engineering students’ views of mathematics, self-efficacy and motivation and their effect on task performance2019In: International Journal of Mathematical Education in Science and Technology, ISSN 0020-739X, E-ISSN 1464-5211Article in journal (Refereed)
    Abstract [en]

    We examine a group (N = 88) of Swedish first-year engineering students, their motivation, self-efficacy, and beliefs about the nature of mathematics, and how these relate to their task performance in mathematics. In our data, engineering students who emphasized the exact reasoning in their view of mathematics performed significantly better in a set of mathematical tasks than those who emphasized the applications of mathematics. Similarly, the higher self-efficacy and the intrinsic and utility values of mathematics relate to better performance in the tasks. In general, the students’ task performance was quite modest in relation to the expressed self-efficacy and motivational values.

  • 2.
    Johansson, Monica
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    The mathematics initiative: unequal access to educational improvement2012In: Proceedings of NORMA 11: the sixth Nordic conference on mathematics education in Reykjavik, May 11-14 2011 / [ed] Gudny Helga Gunnarsdottir, Reykjavik: University of Iceland Press, 2012, p. 369-378Conference paper (Refereed)
    Abstract [en]

    The mathematics initiative is a government initiative to develop mathematics teaching in order to improve students’ achievement in mathematics. In an application procedure, a municipality can suggest one or more development projects and get financial support from the Swedish National Agency of Education. About half of the municipalities that participate are successful. In this paper, I will argue that municipalities that perform at an intermediate level or above are more likely to submit a competitive project application than low-performing municipalities

  • 3.
    Johansson, Monica
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    "Tänk så här": didaktiska perspektiv på läroböcker i matematik2011In: Matematikundervisning: vetenskapliga perspektiv, Stockholm: Stockholms universitets förlag, 2011, p. 149-186Chapter in book (Refereed)
  • 4.
    Johansson, Monica
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Pedagogic identities in the reform of school mathematics2010In: Proceedings of the Sixth International Mathematics Education and Society Conference / [ed] Uwe Gellert; Eva Jablonka; Candia Morgan, Berlin: Freie Universität Berlin , 2010, Vol. 1, p. 291-300Conference paper (Refereed)
    Abstract [en]

    This paper begins with an interpretation of Bernstein's concept of pedagogic identity, which Bernstein himself describes as "no more than a sketch, no more than an embryonic outline, rather than a completed painting ready to be signed and framed" (2000, p.65). In the second part of the paper, after a short description of the Swedish school system, the current reform and the efforts to improve mathematics teaching and students' achievement are analysed. The theoretical framework is based on the concept of pedagogic identity, showing different groups and institutions struggling to turn their bias and focus into state policy and practice. It is a first attempt to explore the diverse and manifold enterprise of the mathematics reform in Sweden in order to understand the positions and oppositions within the official pedagogic arena of reform.

  • 5.
    Jablonka, Eva
    et al.
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Johansson, Monica
    Using texts and tasks: Swedish studies on mathematics textbooks2010In: The first sourcebook on Nordic research in mathematics education: Norway, Sweden, Iceland, Denmark and contributions from Finland, Charlotte, NC: Information Age Publishing, 2010, p. 363-372Chapter in book (Other academic)
  • 6.
    Johansson, Monica
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Lyfta matematiken: hållbar utveckling för skolledare, lärare och elever2009Report (Other academic)
  • 7.
    Johansson, Monica
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Mathematical meaning making and textbook tasks2007In: For the Learning of Mathematics, ISSN 0228-0671, Vol. 27, no 1, p. 45-51Article in journal (Refereed)
    Abstract [en]

    This article reports from a study of mathematics classrooms. It is about the interaction that emerges when students are solving tasks from the textbook and the teacher gives individual assistance. The interest lies in the task and the way in which the teacher-student interaction is influenced by the textbook. An analysis of classroom episodes reveals control features of the textbook and shows that a textbook task, in an interrelationship with a teacher, can cause ambiguity as well as generate mathematical discussions.

  • 8.
    Johansson, Monica
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Teaching mathematics with textbooks: a classroom and curricular perspective2006Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    The thesis consists of four articles and a preamble that introduces the work and links the articles together. The overarching issue that guides this work concerns the textbooks and their use in mathematics teaching in Sweden. The intention of making four different studies was to be able to examine the textbooks and their use in the classroom from different perspectives. All parts of the thesis share the same focus, namely the relationship between the textbook and the curriculum. In this case, the curriculum is seen in a broad sense. It involves the intended, the implemented curriculum and the enacted curriculum. The work is guided by the traditions in the curriculum field in Sweden. This means that the choice of educational content and contextualization of teaching is emphasized. The mathematics textbook as an object is discussed from different points of view. Some important features and different conceptions of the textbook are highlighted, for example the authorization of a textbook and the role of the textbooks as links between the national guidelines and the teaching of mathematics in schools. The empirical study of the use of textbooks in classrooms is made up of two parts, one is mainly quantitative and the other is qualitative. The quantitative part of the classroom study shows that the textbook influences not only what kind of tasks the students are working with during the lessons, but also the examples the teacher presents on the board, what kind of concepts of mathematics are introduced and how they are introduced. The organization of the lessons is also discussed. In considerable parts of the lessons, students are working on an individual basis solving tasks in the textbook. From the qualitative part of the study, one could see that the teacher can get into difficulties because of too much reliance on the textbook. However, one could also recognize that there is room for maneuver and that the teacher sometimes uses this space and deviates from the book. It could for example happen when the teacher becomes aware of some mathematical aspects, which the textbook does not cover. It could also be the case that the teacher uses other resources than the textbook. In all, the study shows the relative autonomy of the mathematics teacher in relation to the most common teaching tool in Swedish classrooms - the textbook.

  • 9.
    Johansson, Monica
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Textbooks in mathematics education: a study of textbooks as the potentially implemented curriculum2003Licentiate thesis, monograph (Other academic)
    Abstract [en]

    Textbooks are a most important feature of teaching mathematics in the classroom, in Sweden as well as in many other countries. For teachers and students, the textbooks often determine what is school mathematics and also what is mathematics. Previous studies on textbooks and the use of textbooks in teaching and learning mathematics raise important questions about textbooks as representations of the curriculum. One important question concerns their role as a link between curriculum and activities in classrooms. In this thesis, some international investigations in this connection are reviewed and analyzed. Moreover, in order to illustrate the role of textbooks as the potentially implemented curriculum, a content analysis of a textbook series, is conducted. The development of the textbook series, a commonly used schoolbook in Sweden, is portrayed in the light of the curriculum development. Some findings from the analysis of the textbooks show that the objective of mathematics, formulated in the national curriculum, are only partially realized.

1 - 9 of 9
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