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  • 1.
    Olande, Oduor
    Mid University.
    A case study on pre-service teacher students' interaction with graphical artefacts2014In: REDIMAT - Journal of Research in Mathematics Education, E-ISSN 2014-3621, Vol. 3, no 1, p. 73-102Article in journal (Refereed)
    Abstract [en]

    This study reports from a pre-service teacher’s online learning and assessment activity on determining variability of two graphical artefacts. Using a critical-analytical perspective to data, the present study indicate that the prospective teachers surveyed showed awareness of relevant subject specific operators and methods however, these seem not be well coordinated and were submerged in forms of expressions characterized by intuitive methods and everyday language. Significantly the prospective teachers seemed to substitute statistical and mathematical methods with explanatory metaphors which while providing room for deeper subject specific engagement were however, only used superficially. Their reliance on everyday forms of expression and visual perception is perceive as a factor that might have hampered their effective choice and application of relevant subject specific tools and forms of expression. This observation puts to task the role of informal methods in statistics education.

  • 2.
    Olande, Oduor
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Natural Sciences, Engineering and Mathematics.
    DISCOURSE IN A GRAPHICAL MILIEU2010Conference paper (Other academic)
  • 3.
    Olande, Oduor
    Mid Sweden University.
    Discourse in a graphical milieu2010In: Proceedings of the 34th Conference of the International Group for the Psychology of Mathematics Education / [ed] M. F. Pinto, T. F. Kawasaki, Brazil: PME , 2010, Vol. 2, p. 78-78Conference paper (Refereed)
    Abstract [en]

    This paper reports findings from study on students discourse in a graphical milieu from PISA 2003. This was a follow up to analysis of some items containing graphics done for 8 countries where it was found that response rate for questions requiring explanatory communication was relatively low for a paper and pen environment as well as in an environment allowing collaboration and cooperation among students.

  • 4.
    Olande, Oduor
    Mid Sweden University.
    Graphicacy as a didaktik design tool2009In: PROCEEDINGS of the 33rd Group for the Psychology of Mathematics Education: In Search for Theories In Mathematics Education / [ed] Marianna Tzekaki, Maria Kaldrimidous, Haralambos Sakonidis, 2009, p. 436-436Conference paper (Refereed)
  • 5.
    Olande, Oduor
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Natural Sciences, Engineering and Mathematics.
    Graphicacy as a didaktk design tool2009In: PROCEEDINGS of the 33rd Group for the Psychology of Mathematics Education: In Search for Theories In Mathematics Education / [ed] Marianna Tzekaki, Maria Kaldrimidous, Haralambos Sakonidis, 2009, p. 436-436Conference paper (Refereed)
  • 6.
    Olande, Oduor
    Mid Sweden University.
    Graphical artefacts: Taxonomy of students' response to test items2014In: Educational Studies in Mathematics, ISSN 0013-1954, E-ISSN 1573-0816, Vol. 85, no 1, p. 53-74Article in journal (Refereed)
    Abstract [en]

    The present study, carried out in the Nordic countries, examines the characteristics of students' scholastic performance on items containing graphical artefacts, that is, bar graphs, pie charts and line graphs, selected from the Programme for International Student Assessment (PISA) survey test. Graphical analysis of statistical data resulted in the observation of two major categories of performance by the students. The results of cluster analysis also confirmed the two approaches. One approach consists of items perceived as requiring identification, that is, focusing primarily on perceptual elements. The other consisting of items requiring a critical-analytical approach, that is, involving evaluation of the graphical system, active interaction with subject specific operators and forms of expression. The general observation is that the pattern of response is similar for all these countries, with items demanding an identification approach showing comparatively higher scores than for items perceived as demanding a critical-analytical approach.

  • 7.
    Olande, Oduor
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Science Education and Mathematics.
    Graphical artefacts: Taxonomy of students' response to test items2014In: Educational Studies in Mathematics, ISSN 0013-1954, E-ISSN 1573-0816, Vol. 85, no 1, p. 53-74Article in journal (Refereed)
    Abstract [en]

    The present study, carried out in the Nordic countries, examines the characteristics of students' scholastic performance on items containing graphical artefacts, that is, bar graphs, pie charts and line graphs, selected from the Programme for International Student Assessment (PISA) survey test. Graphical analysis of statistical data resulted in the observation of two major categories of performance by the students. The results of cluster analysis also confirmed the two approaches. One approach consists of items perceived as requiring identification, that is, focusing primarily on perceptual elements. The other consisting of items requiring a critical-analytical approach, that is, involving evaluation of the graphical system, active interaction with subject specific operators and forms of expression. The general observation is that the pattern of response is similar for all these countries, with items demanding an identification approach showing comparatively higher scores than for items perceived as demanding a critical-analytical approach.

  • 8.
    Olande, Oduor
    Mid Sweden University.
    Making sense of a "misleading" graph2013In: Nordisk matematikkdidaktikk, ISSN 1104-2176, Vol. 18, no 1, p. 5-30Article in journal (Refereed)
    Abstract [en]

    Given the importance of a critical-analytical disposition in the case of graphical artefacts, this paper explores graphicacy based on students’ answers to an item from PISA survey test. Primarily, results from the written test were analyzed using PISA’s doubledigit rubrics or coding. In evaluating these categories, it is observed that just a small percentage of students are able to produce answers that reflect a critical-analytical approach with respect to the use of statistical/mathematical operators and forms of expressions. Secondly, video observation shows that students tend to employ what is perceived as an ”identification approach” while discussing the task. Whereas elements of mathematical and statistical ideas can be identified in the students’ discussion, these are not explicitly stated and are largely submerged in everyday concerns and forms of expression. 

  • 9.
    Olande, Oduor
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Science Education and Mathematics.
    Making sense of a "misleading" graph2013In: Nordisk matematikkdidaktikk, ISSN 1104-2176, Vol. 18, no 1, p. 5-30Article in journal (Refereed)
  • 10.
    Olande, Oduor
    Mid Sweden University.
    Students' narratives from graphical artefacts: Exploring the use of mathematics tools and forms of expression in students' graphicacy2013Doctoral thesis, monograph (Other academic)
    Abstract [en]

    The research concerns presented in this dissertation addresses aspects of students’ interaction with commonly occurring graphical artefacts in teaching and learning environments. In particular, focus is on how the students make sense of these artefacts in relation to subject specific tools and forms of expression.

    The dissertation comprises of four studies guided by a semiotics cultural- historical perspective to cognition. The first study which is largely quantitative, analyses the percentage scores from students’ responses to selected items from OECD PISA surveys for items containing graphical elements. The second and the third studies in keeping with a more sociocultural perspective to learning as point of departure, examine the students’ collaborative interaction around tasks containing graphical elements. The fourth study explores the nature of students’ solutions from the Swedish national test in mathematics based on a tools and forms of expression sensitive empirically derived construct of Identification contra Critical-analytical approach to graphicacy.

    The main outcomes of these studies can be summarised as follows: first there is justification for re-examining the predominant characterisation of students’ interaction with graphical artefacts. Secondly, while it is not uncommon for students to take a more visual-perceptive and intuitive approach to graphicacy, results from task items interactions indicate that a Critical-analytical approach seems to be more reliable and capable of yielding desirable outcomes. The outcomes of these studies call for vigilance on the type of tasks used in relation to graphicacy and how these can be used to foster students’ Critical-analytical disposition.

  • 11.
    Olande, Oduor
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Science Education and Mathematics.
    Students' narratives from graphical artefacts: Exploring the use of mathematics tools and forms of expression in students' graphicacy2013Doctoral thesis, monograph (Other academic)
1 - 11 of 11
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