Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Frameworks for task design and technology integration in the mathematics classroom
Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics. (M-TERM)ORCID iD: 0000-0002-8767-8468
2016 (English)Licentiate thesis, comprehensive summary (Other academic)
Abstract [en]

In recent years many teachers and students have begun having good access to digital technology in their classrooms, and in the context of Sweden the majority of secondary schools are known as one-to-one schools, with students having their own computer or tablet. However, the mere presence of technology in the classroom is not a guarantee for improved teaching and learning. In fact, there is a challenge involved with integrating technology in the classroom and many teachers need support. Therefore, the aim of this thesis is to contribute to the knowledge about support for teachers integrating digital technology, especially a classroom response system (CRS), in the mathematics classroom. This is done by focusing on frameworks for CRS task design and technology integration. The thesis consists of two papers and a kappa. Both papers use data from a design research project including interventions in two cases. Paper I focuses on the development of design principles and task types for CRS tasks in a multiple-choice format aiming to engineer mathematical classroom discussions. The study generated three design principles, six task types, and 31 empirically evaluated tasks. The empirical evaluation shows that teachers consider the evaluated CRS tasks useful for engineering mathematical classroom discussions. Paper II focuses on exploring the potential of Ruthven’s (2009) SFCP framework as tool for analyzing empirical data in order to conceptualize and analyze teachers’ reasoning about critical aspects of technology integration in the mathematics classroom. The results show that the SFCP framework can be useful for capturing teachers’ reasoning about critical aspects of technology integration, but also that the framework does not capture teachers’ reasoning about students’ attitudes and behaviors. Therefore, the framework would benefit from taking into consideration students’ attitudes and behaviors, as these features are a challenge teachers need to deal with when integrating technology in the classroom. This thesis kappa, building on earlier research as well as the results and methods of its own papers, ends with an elaborated discussion on the challenges and support for teachers wanting to integrate CRS in their mathematics classroom.

Abstract [sv]

Lärare och elever har idag god tillgång till digital teknik i klassrummen. I Sverige är numera majoriteten av högstadie- och gymnasieskolorna en-till-en skolor där alla elever har en egen dator eller surfplatta. Blotta närvaron av digital teknik i klassrummen är inte en garanti för förbättrad undervisning och ökat lärande. I själva verket så är det en utmaning att integrera digital teknik i klassrummet och många lärare behöver stöd för att lyckas med detta. Syftet med den här uppsatsen är att bidra till kunskap om stöd för lärare som integrerar digitala verktyg i matematikklassrummet. Detta görs dels genom att fokusera på ramverk för att konstruera matematikuppgifter till digitala responssystem och dels genom att undersöka ett ramverk för teknikintegrering i undervisningen. Uppsatsen består av två artiklar och en kappa. Båda artiklarna använder data från ett designforskningsprojekt bestående av interventioner i två separat fall. Artikel I fokuserar på utvecklingen av designprinciper och uppgiftstyper för flervalsuppgifter till digitala responssystem. Uppgifterna syftar till att initiera och fördjupa matematiska diskussioner i klassrummet. Studien genererade tre designprinciper, sex uppgiftstyper och 31 empiriskt utvärderade flervalsuppgifter som kan användas för att välja, värdera och konstruera uppgifter till responssystem. Den empiriska utvärderingen visar att lärarna anser att de testade uppgifterna och uppgiftstyperna är användbara för att initiera matematiska klassrumsdiskussioner. Artikel II fokuserar på att undersöka potentialen av Ruthvens (2009) ramverk ”Structuring Features of Classroom Practice” (SFCP), som ett analytiskt verktyg för att begreppsliggöra och analysera lärares resonemang om kritiska aspekter vid teknikintegrering i matematikklassrummet. Resultatet visar att ramverket är användbart för att fånga lärares resonemang om kritiska aspekter vid teknikintegrering i undervisningen, men också att ramverket inte fångade lärares resonemang om elevers attityder och uppförande. Studien föreslår att ramverket kan utvecklas och förbättras genom att även ta hänsyn till elevernas attityder och uppförande, eftersom detta är kritiska aspekter som lärare behöver hantera när de integrerar teknik i klassrummet. Med utgångspunkt från tidigare forskning och resultaten i artiklarna avslutas uppsatsens kappa med en utvecklad diskussion om utmaningar och stöd för lärare som integrerar digitala responssystem i matematikklassrummet.

Place, publisher, year, edition, pages
Västerås: Mälardalen University , 2016. , 127 p.
Series
Mälardalen University Press Licentiate Theses, ISSN 1651-9256 ; 245
Keyword [en]
mathematical classroom discussion, task design, classroom response system, technology integration, design principle, framework
National Category
Didactics
Research subject
Didactics
Identifiers
URN: urn:nbn:se:mdh:diva-33361ISBN: 978-91-7485-289-9 (print)OAI: oai:DiVA.org:mdh-33361DiVA: diva2:1033547
Presentation
2016-11-25, Kappa, Mälardalen Högskola, Högskoleplan 1, Västerås, 13:15 (Swedish)
Opponent
Supervisors
Available from: 2016-10-07 Created: 2016-10-07 Last updated: 2016-11-08Bibliographically approved
List of papers
1. Developing design principles and task types for classroom response system tasks in mathematics: engineering mathematical classroom discussions
Open this publication in new window or tab >>Developing design principles and task types for classroom response system tasks in mathematics: engineering mathematical classroom discussions
(English)Manuscript (preprint) (Other academic)
Abstract [en]

This article reports on results from a design research project that implements a formative assessment practice with support from a classroom response system (CRS). Cumulatively building on earlier research and drawing on iteratively generated data from secondary schools in Sweden, the article elaborates on design principles and task types for constructing CRS tasks aimed at engineering mathematical classroom discussions. The study generated three design principles, six task types and 31 empirically evaluated tasks useful for developing and using CRS tasks in classroom practices. The results are discussed in relation to earlier research, methodological considerations and the cultural context of Sweden.

Keyword
mathematical classroom discussion, task design, classroom response system, design principle, task type
National Category
Didactics
Research subject
Didactics
Identifiers
urn:nbn:se:mdh:diva-33359 (URN)
Available from: 2016-10-07 Created: 2016-10-07 Last updated: 2016-12-19Bibliographically approved
2. Exploring a framework for technology integration in the mathematics classroom
Open this publication in new window or tab >>Exploring a framework for technology integration in the mathematics classroom
(English)Manuscript (preprint) (Other academic)
Abstract [en]

The aim of this paper is to investigate the potential of Ruthven’s (2009) framework the Structuring Features of Classroom Practice (SFCP) as a tool for analyzing empirical data in order to conceptualize and analyze teachers’ reasoning about technology integration in the mathematics classroom. The framework is tested on interview data from a Swedish design research project seeking to develop design principles for CRS tasks. The results show that the framework captures a large part of teachers’ ways of reasoning, while the parts it does not capture are related to students’ attitudes and behaviors. If the SFCP framework aims at capturing key features of classroom practice and is to be built on a system of constructs closer to the ‘lived world’ of teacher experience and classroom practice, it would benefit from an extension. 

Keyword
technology integration, framework, classroom response system, mathematics instruction
National Category
Didactics
Research subject
Didactics
Identifiers
urn:nbn:se:mdh:diva-33360 (URN)
Available from: 2016-10-07 Created: 2016-10-07 Last updated: 2016-12-19Bibliographically approved

Open Access in DiVA

fulltext(881 kB)148 downloads
File information
File name FULLTEXT03.pdfFile size 881 kBChecksum SHA-512
18110b8a7fd93e3ec49b400666688937983c8586cf3fb9f7cdb3a6789486444c16c8f4b44fd165812df3ce3437614af4b6a80e1589f6ef9890e21043e4a3dfd0
Type fulltextMimetype application/pdf

Search in DiVA

By author/editor
Gustafsson, Patrik
By organisation
Educational Sciences and Mathematics
Didactics

Search outside of DiVA

GoogleGoogle Scholar
Total: 148 downloads
The number of downloads is the sum of all downloads of full texts. It may include eg previous versions that are now no longer available

Total: 1058 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf