«Vi lærer det [matematikk] på skolen så da tenker du at man har bruk for det …»: Elevenes oppfatninger om relevans og viktighet av å lære matematikk

In this study, we explore Norwegian learners’ beliefs about the relevance and importance of learning mathematics. The data material consists of semi-structured interviews with nineteen lower secondary school learners (13-14 years old). The analyses indicate that the learners believe in the relevance of learning secondary level mathematics though they struggle to give examples of this relevance in their personal lives. Further, learning mathematics is also believed to be important for their lives but the sources of these beliefs are often statements heard from others. The analyses also suggest that the learners seldom reflect, evaluate, or question the relevance and importance of learning mathematics critically. A scarcity of such reflections indicates a tension between learners’ beliefs and the curriculum’s aim to empower learners to think critically and contribute to the decisions concerning their own mathematics learning process. We discuss the implications of this tension for learners’ empowerment and development as critical citizens, who can participate and voice their opinions in discourses about the significance and roles of mathematics education in their personal lives and society.publishedVersio

Learners’ Critical Thinking About Learning Mathematics

Developing critical thinking practices among young learners through mathematics education is a topic of attention for mathematics education research community. Learners’ critical thinking concerning cognitive and social aspects of their mathematics education have been explored in several research studies. However, learners’ critical thinking concerning their personal beliefs about their mathematics learning process have not received much consideration. In this paper, learners’ practice with thinking critically about and their potential to suggest changes in their mathematics learning process is explored based on their expressed beliefs about learning mathematics. Learners of eighth and ninth grade in two Norwegian schools responded to a questionnaire and were interviewed to gather their opinions concerning their mathematics learning process. Data analysis indicates that learners seldom think critically, and hold inconsistent beliefs about mathematics and its learning process. Moreover, they struggle to observe their own beliefs critically, and hesitate in suggesting alternatives to make learning mathematics meaningful for them. Consequently, learners’ critical attitude towards their mathematics learning process and their personal beliefs in order to gain a meta-perspective of their learning contexts does not seem to be evolving effectively. However, if learners are encouraged to think critically about mathematics education, their potential of contributing to improve their mathematics learning process becomes visible. We recommend that young learners get training in and are encouraged to think critically about their mathematics learning process so that they are equipped to make reflected choices related to learning mathematics in their personal lives.publishedVersio

Culturally-inspired mathematics and science education

International audienc

Development of a Chemistry Concept Inventory for General Chemistry Students at Norwegian and Finnish Universities

A Chemistry concept inventory has been developed for assessing students’ learning and identifying alternative conceptions that students may have in general chemistry. The inventory aims at functioning as a tool for adjusting teaching practices in chemistry and is mainly aimed at assessing students’ learning during general chemistry courses. The inventory was administered as a post-test in a general chemistry course at the Norwegian University of Science and Technology (NTNU) in spring 2015, and evaluated using different statistical tests, focusing both on item analysis and the test as a whole. The results from this analysis indicated that the concept inventory is a reliable and discriminating tool as a post-test in the Norwegian context. Here, we present results from the statistical analysis of the test, when administered as both pre- and post-test in general chemistry courses at both University of Jyväskylä, Finland (JYU) and at NTNU in autumn 2016. The comparison of the results of the statistical analysis from these tests show that the concept inventory developed in NTNU could be used as a tool for investigating students’ learning in both Norwegian and Finnish university contexts.peerReviewe

Development of an inventory for Alternative Conceptions among students in chemistry

A Chemistry concept inventory has been developed for assessing students learning and identifying the alternative conceptions that students may have in general chemistry. The conceptions in question are assumed to be mainly learned in school and to a less degree in student’s daily life. The inventory therefore aims at functioning as a tool for adjusting teaching practices in chemistry. The concept inventory presented here is mainly aimed at assessing students learning during general chemistry courses. The inventory has been administered and evaluated using statistical tests, focusing on both item analysis and on the entire test. The results indicate that the concept inventory is a reliable and discriminating tool in the present context