Tomorrow morning, I am starting my journey from Stavanger to Kalamazoo, MI. The reason for my travel is, of course, the coming PME-NA conference. This is going to be my second time at PME-NA, and I am looking forward to it. On Saturday (2:45 pm), I am presenting a paper that I co-authored with my colleague, Janne Fauskanger. For more information about my session, see this direct link to the online program. If you are interested in reading our paper (Fauskanger & Mosvold, 2012), you can download it below. If you are going to PME-NA yourself, please feel free to get in touch 🙂
So, now that all is set and I am getting ready for my trip, the only thing I am a little bit worried about is how (or if) the hurricane Sandy is going to affect my trip. Hopefully, I’ll only hear about it in the news!
Fauskanger, J. & Mosvold, R. (2012). “Wrong, but still right” – Teachers reflecting on MKT items. In L.R. Van Zoest, J.J. Lo, & J.L. Kratky (Eds.), Proceedings of the 34th annual meeting of the North American chapter of the International Group for the Psychology of Mathematics Education: Navigating transitions along continuums (pp. 423-429). Kalamazoo, MI: Western Michigan University.
This week, I’ll give my first ever lecture in Second Life! It will take place on Wheeler Island, a virtual island owned by the David Wheeler Institute for Research in Mathematics Education at Simon Fraser University (Canada). Below is a poster about the lecture:
If you are interested in attending, please contact Melody Li (melodyjamieli_AT_gmail.com) as soon as possible to help setting up an avatar and gain entry to Wheeler Island!
The latest issue (volume 44, issue 4) in Journal of Curriculum Studies should be of high interest to researchers in mathematics education. It contains six articles that all focus on different aspects concerning the relationship between teacher knowledge (in particular mathematical knowledge for teaching – MKT) and curriculum standards. The articles are written by researchers who all have a connection with the “MKT group” at the University of Michigan, although some of them are employed at other universities at the moment. Here is a list of the articles in the issue:
- Teacher knowledge, curriculum materials, and quality of instruction: Unpacking a complex relationship, by Charalambos Y. Charalambous & Heather C. Hill
- Teaching (un)Connected Mathematics: Two teachers’ enactment of the Pizza problem, by Heather C. Hill & Charalambos Y. Charalambous
- Two negatives don’t always make a positive: Exploring how limitations in teacher knowledge and the curriculum contribute to instructional quality, by Charalambos Y. Charalambous, Heather C. Hill & Rebecca N. Mitchell
- Reading between the lines: Teaching linear algebra, by Jennifer M. Lewis & Merrie L. Blunk
- MKT and curriculum materials are only part of the story: Insights from a lesson on fractions, by Laurie Sleep & Samuel L. Eskelson
- Teacher knowledge, curriculum materials, and quality of instruction: Lessons learned and open issues, by Heather C. Hill & Charalambos Y. Charalambous
A new and very exciting (I know, I say that a lot! But many new publications are exciting to me…) issue of ZDM was resently published. This issue (Volume 44, Number 5) is a special issue on: “New Perspectives on the Didactic Triangle: Teacher-Student-Content”. The issue has been guest edited by my friends and colleagues: Professor Simon Goodchild (University of Agder) and Professor Bharath Sriraman (University of Montana). They also wrote the editorial/first article in this special issue, and it has been entitled: Revisiting the didactic triangle: from the particular to the general. The authors of the other articles in the issue is a great mixture of really big names and some younger researchers (upcoming stars if you want) in our field. Here is a complete list of articles and authors in this issue of ZDM, with direct link to the original articles for your convenience:
- Revisiting the didactic triangle: from the particular to the general, by Simon Goodchild and Bharath Sriraman
- Problematizing the didactic triangle, by Alan H. Schoenfeld
- On the instructional triangle and sources of justification for actions in mathematics teaching, by P. Herbst and D. Chazan
- Mathematics teaching development as a human practice: identifying and drawing the threads, by Barbara Jaworski
- The didactical tetrahedron as a heuristic for analysing the incorporation of digital technologies into classroom practice in support of investigative approaches to teaching mathematics, by Kenneth Ruthven
- From the didactical triangle to the socio-didactical tetrahedron: artifacts as fundamental constituents of the didactical situation, by Sebastian Rezat and Rudolf Sträßer
- Kindergarten teachers’ accounts of their developing mathematical practice, by Ingvald Erfjord, Per Sigurd Hundeland and Martin Carlsen
- The mediating role of a teacher’s use of semiotic resources in pupils’ early algebraic reasoning, by Raymond Bjuland
- Mediated action in teachers’ discussions about mathematics tasks, by Claire Vaugelade Berg, Anne Berit Fuglestad, Simon Goodchild and Bharath Sriraman
I have recently been told (by my good friend Professor Bharath Sriraman) about a new and interesting book that is about to be published. The title is “Mathematics Teacher Education in the Public Interest: Equity and social justice“, and the book is edited by Laura J. Jacobsen, Jean Mistele and Bharath Sriraman. I have been fortunate enough to get a copy of the table of contents (see below) and the front cover of the book, and it looks promising indeed!
The issues of equity and social justice in relation to mathematics teacher education are indeed of great importance, and I am personally looking forward to reading this book! And the level of productivity that is shown by my good friend Bharath never ceases to amaze me. Yet another book on my reading list – which continues to grow 🙂
A new issue of International Journal of Early Childhood has recently been published, and it contains two articles that focus on mathematics. The first article, “Mathematically-Relevant Input During Play of a Caregiver With a Visual Impairment and Her Toddler“, was written by Joanne Lee, Donna Kotsopoulos and Caryl-Anne Stordy. It has the following abstract:
This research investigated play between two caregivers, one with a visual impairment, and their 15-month-old daughter. The mother has a visual impairment. We aimed to identify the similarities and differences in mathematically-relevant input by comparing the 30-min naturalistic play session conducted separately between the mother–daughter and the father–daughter dyad. The mother in this research participated in two 5-week community-based early numeracy sessions with her daughter. Results revealed that the toddler engaged in more joint attention with her father who also produced more mathematically-relevant utterances than the mother. Furthermore, the toddler was often not in joint attention with her mother despite many of the mother’s attempts to talk about an object by touching. Implications for engaging in mathematically-relevant input by parents with a visual impairment with their pre-verbal children will be discussed.
The second article, which was more interesting to me personally, is entitled “The Mathematical Competencies of Toddlers Expressed in Their Play and Daily Life Activities in Norwegian Kindergartens“. The article was written by Elin Reikerås, Inger Kristine Løge and Ann-Mari Knivsberg. All of them work at my university, and I find the project they report from very interesting. Here is the abstract of their article:
Research on toddlers’ mathematical knowledge is sparse. Studies on children’s mathematical competencies before school age have mostly focused on older children. Few of the previous studies have included large groups of toddlers, few have been conducted in natural settings, and few have been directed at a broad field of mathematical knowledge. The objective of this study was to investigate which mathematical competencies a large group of toddlers’ in Norwegian kindergartens expressed through play and daily life activities. A total of 1,003 children participated. Their competencies were registered when they were between 30 and 33 months. The assessment material consisted of 36 items, divided into three main areas: number and counting, geometry and problem solving. The information was collected through authentic assessment; the staff in the kindergartens observed the toddlers’ competencies in play and daily life activities. The competencies were registered as mastered, partly mastered or mastering not yet observed. The toddlers showed mathematical competencies in all areas observed. A wide dispersion was found; both for the total score and the subareas’ scores. The largest variance was found in number and counting. Our participants displayed lower levels of competencies in using number words and reciting number sequences than reported from previous studies and higher competencies in puzzle-making and following instructions on spatial words. The results indicate that the assessment material may be a valuable tool for the preschool teachers in identifying the variety of competencies mastered by the children in kindergarten. The need for future research is highlighted and discussed.
Their project–which is called “The learning child”– is a long-term project where they follow more than 1000 children’s development (in mathematics, language, social and motor skills) from the age of 2,5. In this article, they report from the mathematics part of the project. Another reason why the project is of personal interest to me, is that they use my oldest daughter in all presentations of the project 🙂 Below is a snapshot of the official presentation of the project (in Norwegian), where two photos of our daughter is displayed–one from when she was 2,5 and one from this year when she turned 7.
The 2012 Annual Meeting of the American Educational Research Association is history, and I enjoyed it a lot! The conference started off Friday morning, April 13, with a number of interesting sessions. In the afternoon, the opening plenary lecture by Professor Linda T. Smith marked the official opening of the conference. In this session, a particular focus on indigineous education was made. To me, this represented a fairly new and very interesting set of perspectives. A refreshing start of such a huge conference!
I am not going to present a full overview of all the sessions I attended, because there is simply far too much to say about that! Instead, I will share some of my favourite moments from the conference.
I attended quite a few sessions from SIG-Research in Mathematics Education. I particularly enjoyed the one on “Mathematical Teachers’ Beliefs and Knowledge“. The presentation by Cindy Jong–where she told us about the MECS instrument–was of particular interest to me, but I found all papers and presentations in this session quite interesting.
Another very interesting session for me was the one on “Conceptual and Methodological Issues and Advances in Research on Epistemic Beliefs”. After this session, I got the opportunity to meet Barbara Hofer (who is one of the major names in this area of research). Among the papers presented in this session, I was particularly interested in the one that was presented by Krista R. Muis.
Finally, I went to a session where Wolff-Michael Roth was discussant. I must be honest and admit that the reason I went wasn’t because I found the focus of the session particularly interesting (somewhat, but not extremely)–I went to see Professor Roth live. He is one of those scholars who has a list of publications that is far beyond my comprehension (makes you wonder if he has more hours in his days than the rest of us…), and from the moment he started talking it was easy to understand that he had a knowledge and overview that was both wide and deep. Impressed!