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  • 1.
    Berg, Benita
    et al.
    Mälardalens högskola.
    Hemmi, Kirsti
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Karlberg, Martin
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Support or Restriction: Swedish Primary School Teachers’ Views on Mathematics Curriculum Reform2015In: Views and Beliefs in Mathematics Education: Results of the 19th MAVI Conference  / [ed] C. Bernack-Schüler, R. Erens, T. Leuders and A. Eichler, Wiesbaden: Springer Fachmedien , 2015, p. 67-80Conference paper (Refereed)
  • 2.
    Bergwall, Andreas
    et al.
    Univ Orebro, Orebro, Sweden.
    Hemmi, Kirsti
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education. Abo Akad Univ, Turku, Finland.
    The State of Proof in Finnish and Swedish Mathematics Textbooks: Capturing Differences in Approaches to Upper-Secondary Integral Calculus2017In: Mathematical Thinking and Learning, ISSN 1098-6065, E-ISSN 1532-7833, Vol. 19, no 1, p. 1-18Article in journal (Refereed)
    Abstract [en]

    Students' difficulties with proof, scholars' calls for proof to be a consistent part of K-12 mathematics, and the extensive use of textbooks in mathematics classrooms motivate investigations on how proof-related items are addressed in mathematics textbooks. We contribute to textbook research by focusing on opportunities to learn proof-related reasoning in integral calculus, a key subject in transitioning from secondary to tertiary education. We analyze expository sections and nearly 2000 students' exercises in the four most frequently used Finnish and Swedish textbook series. Results indicate that Finnish textbooks offer more opportunities for learning proof than do Swedish textbooks. Proofs are also more visible in Finnish textbooks than in Swedish materials, but the tasks in the latter reflect a higher variation in nature of proof-related reasoning. Our results are compared with methodologically similar U.S. studies. Consequences for learning and transition to university mathematics, as well as directions for future research, are discussed.

  • 3. Biza, Irene
    et al.
    Jaworski, Barbara
    Loughborough University.
    Hemmi, Kirsti
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Communities in university mathematics2014In: Research in Mathematics Education, ISSN 1479-4802, E-ISSN 1754-0178, Vol. 16, no 2, p. 161-176Article in journal (Refereed)
  • 4.
    Braskén, Mats
    et al.
    Department of Pedagogy, Åbo Akademi University, Vasa, Finland.
    Hemmi, Kirsti
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education. Department of Pedagogy, Åbo Akademi University, Vasa, Finland.
    Kurtén, Berit
    Department of Pedagogy, Åbo Akademi University, Vasa, Finland.
    Implementing a Multidisciplinary Curriculum in a Finnish Lower Secondary School: The Perspective of Science and Mathematics2020In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 64, no 6, p. 852-868Article in journal (Refereed)
    Abstract [en]

    Finland has recently reformed the national school curriculum, basing it on so-called twenty-first century skills. The curriculum prescribes that schools must organise at least one multidisciplinary learning module per year. In this case study, we investigate the implementation of such a module in secondary school (grade 9) from the perspective of the school headmaster and science and mathematics teachers. The data comprise interviews with the headmaster, teachers, and protocols from collegiate meetings. Despite some gains experienced by teachers concerning cooperation with colleagues, the results reveal challenges connected to diffusely defined learning goals, as well as to the vagueness of goals concerning the role of different subjects in the module. The study shows the importance of offering research-based support and time for shared sensemaking for stakeholders to avoid the problems identified when implementing multidisciplinary teaching.

  • 5.
    Bråting, Kajsa
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Hemmi, Kirsti
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education. Åbo Akademi.
    Madej, Lars
    Åbo Akademi.
    Teoretiska och praktiska perspektiv på generaliserad aritmetik2018In: Perspectives on professional development of mathematics teachers. Proceedings of MADIF11: the eleventh research seminar of the Swedish Society for Research of Mathematics Education / [ed] J. Häggström, Y. Liljekvist, J. Bergman Ärlebäck, M. Fahlgren & O. Olande, Göteborg: Svensk förening för MatematikDidaktisk Forskning - SMDF, 2018, p. 27-36Conference paper (Refereed)
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  • 6.
    Bråting, Kajsa
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Madej, Lars
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Hemmi, Kirsti
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education. Åbo Akademi University, Åbo, Finland.
    Development of algebraic thinking: opportunities offered by the Swedish curriculum and elementary mathematics textbooks2019In: Nordisk matematikkdidaktikk, NOMAD: [Nordic Studies in Mathematics Education], ISSN 1104-2176, Vol. 24, no 1, p. 27-49Article in journal (Refereed)
    Abstract [en]

    In search of the reasons for Swedish students’ low achievement in algebra in inter-national and national evaluations, we investigate how the development of algebraic thinking is addressed in the Swedish national mathematics curriculum and two widely used mathematics textbook series for grades 1–6 in Sweden. The analytical tool used is based on the classification of ”big ideas” which research has shown as important for developing pupils’ algebraic understanding in early school grades. The results show that functional thinking, expressions, and equations are well represented topics both in the curriculum and the textbooks; however generalized arithmetic is a topic that is poorly developed in both the curriculum and the textbooks.

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  • 7.
    Hemmi, Kirsti
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Commentary2020In: Elementary Mathematics Curriculum Materials: Designs for Student Learning and Teacher Enactment / [ed] J. T. Remillard, & O-K. Kim, New York City: Springer, 2020, p. 287-295Chapter in book (Other academic)
  • 8.
    Hemmi, Kirsti
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Swedish teachers’ interplay with Finnish curriculum material – crossing the boundaries2014In: Proceedings of the International Conference on Mathematics Textbook Research and Development (ICMT-2014) Southampton, GB, University of Southampton / [ed] Jones, K., Bokhove, C., Howson, G., & Fan, L., Southampton, GB, 2014, p. 263-268Conference paper (Refereed)
  • 9.
    Hemmi, Kirsti
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education. Faculty of Education and Welfare Studies, Åbo Akademi University, Vasa, Finland.
    Bråting, Kajsa
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Lepik, Madis
    School of Digital Technologies, Tallinn University, Tallinn, Estonia.
    Curricular approaches to algebra in Estonia, Finland and Sweden –: a comparative study2021In: Mathematical Thinking and Learning, ISSN 1098-6065, E-ISSN 1532-7833, Vol. 23, no 1, p. 49-71Article in journal (Refereed)
    Abstract [en]

    The aim of the study is to investigate and compare approaches to algebra in the Estonian, Finnish, and Swedish national core curricula (Grades 1–9). Despite the similarities in the school systems of these neighboring countries, the analysis reveals three quite different curricular approaches. The Estonian approach shows influences of the Russian Davydov School. The Finnish approach to some extent resembles the traditional one whereby algebra is addressed first at the lower secondary level and then in a formal manner. However, there are also characteristics typical of the functional view, which dominates the Swedish curriculum. Here, as opposed to the documents from the other two countries, a transition to more formal sophisticated methods at the secondary level is not visible at all. We discuss the results in relation to earlier research and students’ different learning outcomes in light of international evaluations.

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  • 10.
    Hemmi, Kirsti
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Bråting, Kajsa
    Liljekvist, Yvonne
    Prytz, Johan
    Madej, Lars
    Pejlare, Johanna
    Palm Kaplan, Kristina
    Characterizing Swedish school algebra – initial findings from analyses of steering documents, textbooks and teachers’ discourses2018In: NORMA 17 – Nordic Research in Mathematics Education / [ed] E. Norén, H. Palmér & A. Cooke, Stockholm, 2018, p. 299-308Conference paper (Refereed)
  • 11.
    Hemmi, Kirsti
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education. Abo Akad Univ, Turku, Finland.
    Julin, Erika
    Abo Akad Univ, Turku, Finland.
    Porn, Ray
    Abo Akad Univ, Turku, Finland.
    Misconceptions and developmental proof2017In: Proceedings Of The Tenth Congress Of The European Society For Research In Mathematics Education (CERME10) / [ed] Dooley, T Gueudet, G, 2017, p. 171-178Conference paper (Refereed)
    Abstract [en]

    The issue of students' misconceptions in mathematics and how to prevent and deal with them in teaching has been a major concern of mathematics educators since at least four decades. At the same time our knowledge about the processes of developing understanding and skills in proof and argumentation from early school years has increased. We argue, that there are connections between these two areas of studies important to make explicit for teachers. In this paper, we first elaborate the relation between the research on students' misconceptions and the ideas of developmental proof. Then we present the relevant results of an empirical study about how mathematics teachers in the field interpret this relation. Our conclusion is that there are important connections between these two research fields that are not always visible for teachers.

  • 12.
    Hemmi, Kirsti
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education. Åbo Akademi, Finland .
    Krzywacki, Heidi
    Malardalen Univ, Sch Educ Culture & Commun, Vasteras, Sweden; Univ Helsinki, Fac Behav Sci, Helsinki, Finland .
    Koljonen, Tuula
    Malardalen Univ, Sch Educ Culture & Commun, Vasteras, Sweden.
    Investigating Finnish teacher guides as a resource for mathematics teaching2018In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 62, no 6, p. 911-928Article in journal (Refereed)
    Abstract [en]

    The most commonly used Finnish mathematics teacher guides (Grades 1-6) are investigated so as to determine what kind of resource they constitute for teachers in planning and enacting mathematics teaching and what kind of mathematics classroom they promote. The structure and the main contents of the guides were found to be quite homogeneous. The nature of communication was mostly descriptive, but the separate activities suggested for each lesson were quite explicitly described. Suggested activities, such as mental calculation tasks and homework assignment, were typically motivated by non-specific rationales, and many activities seemed to be taken for granted in the Finnish mathematics classroom culture. The results add both to knowledge about how to analyse teacher guides and to knowledge about Finnish educational features.

  • 13.
    Hemmi, Kirsti
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education. Abo Akad Univ, Fac Educ & Welf Studies, Vaasa, Finland.
    Krzywacki, Heidi
    Univ Helsinki, Dept Educ, Math Educ, Helsinki, Finland;Malardalen Univ, Sch Educ Culture & Commun, Vasteras, Sweden.
    Liljekvist, Yvonne
    Karlstad Univ, Dept Math & Comp Sci, Math Educ, Karlstad, Sweden.
    Challenging traditional classroom practices: Swedish teachers' interplay with Finnish curriculum materials2019In: Journal of Curriculum Studies, ISSN 0022-0272, E-ISSN 1366-5839, Vol. 51, no 3, p. 342-361Article in journal (Refereed)
    Abstract [en]

    In the current paper, we present an analysis of a case study in which we have followed Swedish primary teachers who voluntarily began using translated Finnish curriculum materials, i.e. a textbook and teacher guide, in order to reform their mathematics teaching. The multifaceted data, consisting of questionnaires, interviews, protocols from collegial meetings and classroom observations, were gathered during the period 2010-2014. The analysis of the interplay within this cross-cultural setting reveals the special characteristics and the challenges existing in practice. Both the experienced and inexperienced teachers offloaded a great deal of their agency to the materials in order to become familiar with the ideas they mediated. Yet, the lack of a clear rationale behind the organization of the materials, as well as the suggested activities connected to taken-for-granted features of the Finnish teaching tradition, made fruitful interaction problematic. The changes teachers made in their classroom practice were tightly connected to the support offered in the materials, without which the teachers abandoned their new classroom patterns. Based on the results of this study, we suggest a number of general aspects that we regard as important to consider when implementing curriculum materials developed within another cultural-educational context.

  • 14.
    Hemmi, Kirsti
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Krzywacki, Heidi
    Partanen, Anna-Maija
    Mathematics curriculum:: The case of Finland2017In: International Perspectives on Mathematics Curriculum / [ed] C. Suurtam et al., USA: Information Age Publishing, 2017Chapter in book (Other academic)
  • 15.
    Hemmi, Kirsti
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Lepik, Madis
    Madej, Lars
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Bråting, Kajsa
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Smedlund, Joakim
    Introduction to early algebra in Estonia, Finland and Sweden -: some distinctive features identified in textbooks for Grades 1-32019In: Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education. / [ed] U.T Jankvist, T. Tzanakis & B. Smestad, Utrecht, the Netherlands: Freudenthal Group & Freudenthal Institute and ERME , 2019, p. 2039-2046Conference paper (Refereed)
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  • 16.
    Hemmi, Kirsti
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Ryve, Andreas
    Effective mathematics teaching in Finnish and Swedish teacher education discourses2015In: Journal of Mathematics Teacher Education, ISSN 1386-4416, E-ISSN 1573-1820, Vol. 18, no 6, p. 501-521Article in journal (Refereed)
    Abstract [en]

    This article explores effective mathematics teaching as constructed in Finnish and Swedish teacher educators’ discourses. Based on interview data from teacher educators as well as data from feedback discussions between teacher educators and prospective teachers in Sweden and Finland, the analysis shows that several aspects of the recent international reform movements are visible in the discourses in both countries. However, the Swedish teacher educators tend to conceptualize effective teaching as interactions with individual children, building on students’ ideas and emanating mathematics from everyday situations, while the Finnish teacher educators stress the importance of a clear presentation of mathematics, routines and homework as well as specific goals for every lesson. The results of this cross-cultural study cannot be generalized to the two countries but rather show interesting conceptualizations of effective teaching, adding to international theory building.

  • 17.
    Hemmi, Kirsti
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education. Åbo Akademi Finland.
    Ryve, Andreas
    Mälardalens högskola.
    Effective mathematics teaching in Finnish and Swedish teacher education discourses2015In: Journal of Mathematics Teacher Education, ISSN 1386-4416, E-ISSN 1573-1820, ISSN 1386-4416, Vol. 18, p. 501-521Article in journal (Refereed)
    Abstract [en]

    This article explores effective mathematics teaching as constructed in Finnish and Swedish teacher educators’ discourses. Based on interview data from teacher educators as well as data from feedback discussions between teacher educators and prospective teachers in Sweden and Finland, the analysis shows that several aspects of the recent international reform movements are visible in the discourses in both countries. However, the Swedish teacher educators tend to conceptualize effective teaching as interactions with individual children, building on students’ ideas and emanating mathematics from everyday situations, while the Finnish teacher educators stress the importance of a clear presentation of mathematics, routines and homework as well as specific goals for every lesson. The results of this cross-cultural study cannot be generalized to the two countries but rather show interesting conceptualizations of effective teaching, adding to international theory-building. 

  • 18.
    Hemmi, Kirsti
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education. Åbo Akademi, Finland.
    Ryve, Andreas
    Mälardalens högskola.
    The culture of the mathematics classroom during the first school years in Finland and Sweden2015In: Mathematics and transition to school – International perspectives / [ed] B. Perry, A. MacDonald, & A. Gervasoni, Singapore: Springer, 2015, p. 185-198Chapter in book (Refereed)
  • 19. Hoelgaard, Lena
    et al.
    Hemmi, Kirsti
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Ryve, Andreas
    Teaching by the book2015In: Nordic research in mathematics education – Proceedings of NORMA14, Turku, June 3-6, 2014, Turku, 2015Conference paper (Refereed)
  • 20.
    Hoelgaard, Lena
    et al.
    Mälardalens högskola.
    Hemmi, Kirsti
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education. Åbo Akademi, Finland.
    Ryve, Andreas
    Mälardalens högskola.
    Teaching by the book2015In: Nordic research in mathematics education: Proceedings of NORMA14, Turku, June 3-6, 2014. Studies in Subject Didactics 10 / [ed] Silfverberg, H., Kärki, T., & Hannula, M.S., Turku, 2015Conference paper (Refereed)
  • 21. Härmälä-Braskén, Ann-Sofi
    et al.
    Hemmi, Kirsti
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Kurtén, Berit
    Misconceptions in chemistry among Finnish prospective primary school teachers – a long-term study2020In: International Journal of Science Education, ISSN 0950-0693, E-ISSN 1464-5289, Vol. 42, no 9, p. 1447-1464Article in journal (Refereed)
    Abstract [en]

    This study explores prospective primary school teachers' misconceptions concerning basic concepts in chemistry. The data was gathered during the years 2012-2016 among first-year primary school teachers in Finland (N = 389). The results show that every year, as many as 40%-80% of teachers share the same kinds of misconceptions as children ages 5-12 (depending on the investigated concepts). The results further show that the prospective primary teachers do not develop a solid foundation in chemistry during their school years, indicating that this area should be addressed more effectively in Finnish elementary schools. To raise the quality of school instruction, it is crucial that teacher education curricula consider this when methods of instruction in science courses are developed for prospective primary teachers.

  • 22. Koljonen, Tuula
    et al.
    Ryve, Andreas
    Hemmi, Kirsti
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Analysing the nature of potentially constructed mathematics classrooms in Finnish teacher guides–: the case of Finland2018In: Research in Mathematics Education, ISSN 1479-4802, E-ISSN 1754-0178, Vol. 20, no 3, p. 295-311Article in journal (Refereed)
    Abstract [en]

    Given that curriculum materials serve as cultural artefacts, this study addresses the need for more research on curriculum materials in different contexts. Most studies concerning curriculum materials have been conducted in US and, therefore little is known about the nature of materials in other cultural-educational contexts. The aim of this paper is to identify the underlying cultural norms of potentially constructed classrooms, by analysing recurrent activities in the most commonly used Finnish teacher guides at primary-school level. We identified three norms embedded in them: (1) creating opportunities for learning through a variety of activities and communication; (2) keeping the class gathered around a specific mathematical topic; and (3) concurrent active involvement of teachers and students. The results add to knowledge about both teacher guides and the Finnish educational context. Moreover, it adds to the growing body of methodologies, as our analytical approach is novel in the context of textual analysis.

  • 23. Liljekvist, Yvonne
    et al.
    Hemmi, Kirsti
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Swedish teachers talk about school algebra  2018In: Perspectives on professional development of mathematics teachers. Proceedings of MADIF 11 The eleventh research seminar of the Swedish Society for Research in Mathematics Education, Karlstad, January 23–24, 2018 / [ed] J. Bergman Ärlebäck, J. Häggström, M. Fahlgren, Y. Liljekvist, & O. Olande, Göteborg, 2018, p. 101-110Conference paper (Refereed)
  • 24.
    Neuman, Jannika
    et al.
    Mälardalens högskola.
    Hemmi, Kirsti
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education. Åbo Akademi, Finland.
    Mathematics textbooks’ impact on classroom instruction: examining the view of 278 Swedish teachers' views2015In: Nordic research in mathematics education: Studies in Subject Didactics 10. Proceedings of NORMA14, Turku, June 3-6, 2014 / [ed] Silfverberg, H., Kärki, T., & Hannula, M.S., Turku, 2015Conference paper (Refereed)
  • 25. Neuman, Jannika
    et al.
    Hemmi, Kirsti
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Ryve, Andreas
    Wiberg, Maria
    Mathematics textbooks’ impact on classroom instruction: examining the view of 278 Swedish teachers’ views2015In: Nordic research in mathematics education – Proceedings of NORMA14, Turku, June 3-6, 2014, Turku, 2015, p. 215-225Conference paper (Refereed)
  • 26.
    Neuman, Jannika
    et al.
    Mälardalens högskola.
    Hemmi, Kirsti
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Ryve, Andreas
    Mälardalens högskola.
    Wiberg, Maria
    Umeå universitet.
    Mathematics textbooks’ impact on classroom instruction: examining the view of 278 Swedish teachers' views2015In: Nordic research in mathematics education – Proceedings of NORMA14, Turku, June 3-6, 2014. Studies in Subject Didactics 10 / [ed] Silfverberg, H., Kärki, T., & Hannula, M.S., Turku: The Finnish Research Association for Subject Didactics , 2015Conference paper (Refereed)
  • 27. Pehkonen, Leila
    et al.
    Hemmi, Kirsti
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Krzywacki, Heidi
    Laine, Anu
    A cross-cultural study of teachers’ relation to curriculum materials2018In: NORMA 17 – Nordic Research in Mathematics Education / [ed] E. Norén, H. Palmér & A. Cooke, Stockholm, 2018, p. 319-328Conference paper (Refereed)
  • 28. Remillard, Janine
    et al.
    Steenbrugge, Hendrik
    Machalow, Rowan
    Koljonen, Tuula
    Hemmi, Kirsti
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Krzywacki, Heidi
    Examining Elementary Teachers’ Use of Digital Instructional Resources:: A Cross-Cultural Study2018In: Proceedings of the Fifth Erme Topic Conference (ETC 5) on Mathematics Education in the Digital Age (MEDA), 5-7 September 2018, Copenhagen, Denmark / [ed] H-G. Weigand, A. Clark-Wilson and A. Donevska-Todorova, E. Faggiano, N. Grønbæk and J. Trgalova, Copenhagen, Denmark, 2018Conference paper (Refereed)
  • 29.
    Roj-Lindberg, Ann-Sofi
    et al.
    Abo Akad Univ, Fac Educ & Welf Studies, Turku, Finland.
    Partanen, Ann-Maija
    Univ Lapland, Rovaniemi, Finland.
    Hemmi, Kirsti
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education. Abo Akad Univ, Fac Educ & Welf Studies, Turku, Finland.
    Introduction to equation solving for a new generation of algebra learners2017In: Proceedings Of The Tenth Congress Of The European Society For Research In Mathematics Education (CERME10) / [ed] Dooley, T Gueudet, G, 2017, p. 496-503Conference paper (Refereed)
    Abstract [en]

    Understanding of equality and solving equations are some of the big ideas in algebra. They have been in focus in early algebra research for some decades and in many countries it is now usual to work with equalities and solving equations using informal methods from early school years. However, it is not clear how the transition to formal methods of equation solving could be conducted in order to maintain students' interest and enhance their algebraic understanding. We shed light on the issue by reporting on what happens when three teachers introduce equation solving with formal methods in Grade 6 (age of 12) in Finland. We especially consider how the introduction could support students' development of an algebraic understanding of equality and their engagement in more formal mathematics.

  • 30.
    Ryve, Andreas
    et al.
    Malardalen Univ, S-72220 Vasteras, Sweden;Ostfold Univ Coll, N-1783 Halden, Norway.
    Hemmi, Kirsti
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education. Abo Akad Univ, Turku, Finland.
    Educational policy to improve mathematics instruction at scale: conceptualizing contextual factors2019In: Educational Studies in Mathematics, ISSN 0013-1954, E-ISSN 1573-0816, Vol. 102, no 3, p. 379-394Article in journal (Refereed)
    Abstract [en]

    Theories for conceptualizing educational policies aimed at improving classroom instruction at scale are under development in the educational sciences. In using such theories, it is essential to note the specific educational context. In this article, we conceptualize the role of contextual factors when operationalizing Cobb and Jackson (2012) [Journal of the Learning Sciences] in the Swedish context. Drawing on data and results from a large-scale project carried out during 2012-2017 and studies of Swedish educational contexts, we conceptualize contextual factors for large-scale projects. Besides rather obvious explicit contextual factors such as ongoing policies and practices, we elaborate on how the underlying, more implicit contextual factors of (1) the positioning of teachers within the educational system, (2) the positioning of teachers within the classroom, and (3) traditions of visible and invisible pedagogy affected the establishment of policy in the Swedish context. Insight into these factors deepens earlier frameworks of context, and helps not only to operationalize the policy within the context but also to make explicit hidden features of a cultural context that are important to influence if the aim of the educational policy is to reorganize school practices.

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  • 31. Ryve, Andreas
    et al.
    Hemmi, Kirsti
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Kornhall, Per
    Skola på vetenskaplig grund2016 (ed. 1)Book (Other (popular science, discussion, etc.))
  • 32.
    Ryve, Andreas
    et al.
    Mälardalens högskola.
    Hemmi, Kirsti
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education. Åbo Akademi.
    Kornhall, Per
    Skola på vetenskaplig grund2016Book (Other academic)
  • 33. Steenbrugge, Hendrik
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