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Vinerean-Bernhoff, MirelaORCID iD iconorcid.org/0000-0001-7825-0243
Alternative names
Publications (10 of 26) Show all publications
Fallaha, M., Fallaha, A. & Vinerean-Bernhoff, M. (2024). Delivering Round-the-Clock Study Support in Mathematics Courses to Engineering Students Using Discord: An Experience Report. In: : . Paper presented at The 52nd Annual Conference of the European Society for Engineering Education (SEFI), 2-5 September 2024, Lausanne.
Open this publication in new window or tab >>Delivering Round-the-Clock Study Support in Mathematics Courses to Engineering Students Using Discord: An Experience Report
2024 (English)Conference paper, Published paper (Refereed)
Abstract [en]

In this paper, the authors aim to share insights gained from a pilot project on self-studies in mathematics courses for engineering students. We propose an innovative approach to tackle the challenges faced by engineering students, including managing academic workload, stress, and time constraints, namely we re-design a Discord platform as a dynamic resource where students can partake in discussions, request guidance on course material, join study groups, and obtain personalized assistance from experienced assistants. This independent resource is not integrated into any specific curriculum and it is available to all engineering students belonging to our university that are in need of help for their mathematics courses, This approach has demonstrated a significant positive impact on engineering education by enhancing student engagement, reducing isolation, and improving academic performance. The findings highlight the potential for teaching assistants to facilitate effective learning experiences through interactions on the user-friendly and freely accessible Discord platform.

Keywords
Discord, online tutoring, pear learning, round-the-clock help, mathematics education for engineering students
National Category
Mathematics Educational Sciences
Research subject
Mathematics
Identifiers
urn:nbn:se:kau:diva-100970 (URN)
Conference
The 52nd Annual Conference of the European Society for Engineering Education (SEFI), 2-5 September 2024, Lausanne
Note

Conference Key Areas: Open and online education for engineers; and Teaching foundational disciplines of Mathematics and Physics in engineering education

Available from: 2024-07-02 Created: 2024-07-02 Last updated: 2024-07-12Bibliographically approved
Fahlgren, M., Barana, A., Brunström, M., Conte, M. M., Roman, F., Sacchet, M., . . . Wondmagegne, Y. (2024). Example-Generation Tasks for Computer-Aided Assessment in University Mathematics Education: Insights From A Study Conducted in Two Educational Contexts. International Journal of Research in Undergraduate Mathematics Education
Open this publication in new window or tab >>Example-Generation Tasks for Computer-Aided Assessment in University Mathematics Education: Insights From A Study Conducted in Two Educational Contexts
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2024 (English)In: International Journal of Research in Undergraduate Mathematics Education, ISSN 2198-9745, E-ISSN 2198-9753Article in journal (Refereed) Epub ahead of print
Abstract [en]

In recent decades, there has been rapid development in digital technologies for automated assessment. Through enhanced possibilities in terms of algorithms, grading codes, adaptivity, and feedback, they are suitable for formative assessment. There is a need to develop computer-aided assessment (CAA) tasks that target higher-order mathematical skills to ensure a balanced assessment approach beyond basic procedural skills. To address this issue, research suggests the approach of asking students to generate examples. This study focuses on an example-generation task on polynomial function understanding, proposed to 205 first-year engineering students in Sweden and 111 first-year biotechnology students in Italy. Students were encouraged to collaborate in small groups, but individual elements within the tasks required each group member to provide individual answers. Students’ responses kept in the CAA system were qualitatively analyzed to understand the effectiveness of the task in extending the students’ example space in diverse educational contexts. The findings indicate a difference in students’ example spaces when performing the task between the two educational contexts. The results suggest key strengths and possible improvements to the task design. 

Place, publisher, year, edition, pages
Springer, 2024
Keywords
Example-generation tasks, Computer-aided assessment, Example spaces
National Category
Pedagogy Didactics
Research subject
Mathematics didactics; Computer Science; Mathematics
Identifiers
urn:nbn:se:kau:diva-101594 (URN)10.1007/s40753-024-00252-4 (DOI)001294984700001 ()2-s2.0-85201636356 (Scopus ID)
Available from: 2024-09-13 Created: 2024-09-13 Last updated: 2024-09-13Bibliographically approved
Geewe, L., Vinerean-Bernhoff, M., Alaqra, A. S. & Pettersson, J. S. (2024). Interactive Augmented Reality to Extend Students' Vector Experience. The International Journal for Technology in Mathematics Education, 31(2), 61-70
Open this publication in new window or tab >>Interactive Augmented Reality to Extend Students' Vector Experience
2024 (English)In: The International Journal for Technology in Mathematics Education, ISSN 1744-2710, E-ISSN 2045-2519, Vol. 31, no 2, p. 61-70Article in journal (Refereed) Published
Abstract [en]

First-year engineering students show difficulties in connecting basic vector algebra with manipulations using the graphical representation. Experiencing vectors in real applications can improve the process of learning vectors. Thus, we introduce a unique approach for using digital technologies, namely augmented reality. We utilized a video see-through head-mounted display to develop a vector manipulation tool enabling users to select and place virtual vectors in the real environment. The aim was to see how students react when experiencing vectors in augmented reality. After using the prototype, students answered a questionnaire about this experience. Results show that students experiences are positive and they are motivated to use the prototype in the course. Further, we investigated opinions about vector concepts from students in the trial group and other students attending the same course in vector algebra. The results indicate some differences in what students spontaneously associate with the concept vectors. Moreover, this study provides insights into how such investigations can be elaborated in the future.

Place, publisher, year, edition, pages
Research Information Ltd., 2024
National Category
Didactics Learning
Research subject
Information Systems; Mathematics
Identifiers
urn:nbn:se:kau:diva-101339 (URN)10.1564/tme_v31.2.04 (DOI)001292157500005 ()2-s2.0-85205547980 (Scopus ID)
Available from: 2024-08-13 Created: 2024-08-13 Last updated: 2024-11-05Bibliographically approved
Alaqra, A. S., Geewe, L., Pettersson, J. S. & Vinerean, M. (2024). Konkretisering genom virtualisering av vektorbegrepp: Interdisciplinärt försök att öka ingenjörsstudenters engagemang i abstrakta begrepp. In: Carina Vikström (Ed.), Bidrag från Högskolepedagogisk utvecklingsdag 2023: Del 1 (pp. 105-122). Karlstad: Karlstads universitet
Open this publication in new window or tab >>Konkretisering genom virtualisering av vektorbegrepp: Interdisciplinärt försök att öka ingenjörsstudenters engagemang i abstrakta begrepp
2024 (Swedish)In: Bidrag från Högskolepedagogisk utvecklingsdag 2023: Del 1 / [ed] Carina Vikström, Karlstad: Karlstads universitet, 2024, , p. 122p. 105-122Chapter in book (Other academic)
Abstract [sv]

Kapitlet är baserat på erfarenheter från ett pågående samarbete mellan ämnena informatik och matematik vid Karlstads universitet, vilket har sitt ursprung i en UPE-konferens år 2022. I detta samarbete försöker vi utveckla tekniska hjälpmedel för matematikundervisning bland grundkursstudenter. Här finns två nyckelfaktorer. Dels involverandet av mastersstudenter i interdisciplinära projekt, dels utnyttjande av virtualiseringstekniker – virtual reality, augmented reality, mixed reality, extended reality – för interaktiva visualiseringar där även abstrakta begrepp blir påtagliga genom att de blir manipulerbara. Två försöksomgångar med ingenjörsstudenter under ett moment i linjär algebra visar hur virtualiseringstekniker på olika sätt kan bidra till motivation vid inlärning av abstrakta begrepp. Det exemplifierar också hur IT-studenter kan få nya infallsvinklar på sitt eget ämne genom att delta i interdisciplinära pedagogiska experiment.

Place, publisher, year, edition, pages
Karlstad: Karlstads universitet, 2024. p. 122
Series
Utveckling av undervisning och examination i högre utbildning: utgiven av Universitetspedagogiska enheten vid Karlstads universitet ; 2024:1
National Category
Information Systems Mathematics
Research subject
Information Systems; Mathematics
Identifiers
urn:nbn:se:kau:diva-102687 (URN)10.59217/sycc4161 (DOI)978-91-7867-512-8 (ISBN)978-91-7867-513-5 (ISBN)
Available from: 2025-01-14 Created: 2025-01-14 Last updated: 2025-01-14Bibliographically approved
Vinerean-Bernhoff, M., Liljekvist, Y. & Bengu, E. (2023). “Literally I Grew Up” Secondary–Tertiary Transition in Mathematics for Engineering Students beyond the Purely Cognitive Aspects. Open Education Studies, 5(1), Article ID 20220184.
Open this publication in new window or tab >>“Literally I Grew Up” Secondary–Tertiary Transition in Mathematics for Engineering Students beyond the Purely Cognitive Aspects
2023 (English)In: Open Education Studies, ISSN 25447831, Vol. 5, no 1, article id 20220184Article in journal (Refereed) Published
Abstract [en]

High dropout rates in the first year of undergraduate studies are an expression of the secondary–tertiary transition problem and they seem to be particularly high in those degree programs where specialized mathematics courses are taught in the first year of study. Research shows that students’ difficulties during the transition period cannot be reduced to purely cognitive factors. In this article, we address the secondary–tertiary transition problem in mathematics for engineering students. Based on a questionnaire with focus beyond the purely cognitive aspects, a comparison of the transition problem at three European mid-sized universities is carried out, to identify common challenges and difficulties, as well as differences. The questionnaire concentrates on the four dimensions (personal, organizational, content related, and social) and corresponding critical requirements for a successful transition described in Trautwein, C., & Bosse, E. (2017). The first year in higher education – critical requirements from the student perspective. Higher Education, 73, 371–387. A group of 308 first-year engineering students partook in the study. In the presentation, we highlight students’ perceptions regarding the transition, changes, and challenges they experienced under the above-mentioned four dimensions and discuss similarities and differences between countries.

Place, publisher, year, edition, pages
De Gruyter Open, 2023
Keywords
dropout rates, engineering education, mathematics, secondary, tertiary transition
National Category
Mathematics
Research subject
Mathematics didactics
Identifiers
urn:nbn:se:kau:diva-94429 (URN)10.1515/edu-2022-0184 (DOI)
Funder
Karlstad University
Available from: 2023-04-25 Created: 2023-04-25 Last updated: 2023-05-19Bibliographically approved
Brandl, M. & Vinerean-Bernhoff, M. (2023). Narrative Didactics in Mathematics Education: Results from a University Geometry Course. Open Education Studies, 5(1), Article ID 20220186.
Open this publication in new window or tab >>Narrative Didactics in Mathematics Education: Results from a University Geometry Course
2023 (English)In: Open Education Studies, ISSN 2544-7831, Vol. 5, no 1, article id 20220186Article in journal (Refereed) Published
Abstract [en]

In a Swedish second semester course on Euclidean and non-Euclidean geometry in mathematics education at Karlstad University, a bridging teaching strategy comprising elements from Mathematics, Didactics, History, Literature, and Technology was applied by using the concept of Narrative Didactics and Digital Interactive Mathematical Maps developed by the Professorship for Didactics of Mathematics at the University of Passau, Germany. The complete assessment of the teaching strategy comprised both an evaluation of the technological and the narrative didactical scaffolding and was partly analysed previously concerning especially the technology acceptance aspect, while here we broaden and deepen the evaluation analysis of the application of narrative didactic elements. Regarding the latter, at the end of the course, students were asked to formulate a short historical-oriented narrative motivation for a school topic of own choice with the help of information provided by the timeline of the Mathematical Map. A representative example of these art-combining products is presented and evaluated according to elements of narrative didactics. Results indicate a fruitful, promising, and synergetic connection between different fields of Science, Technology, Engineering, the Arts, and Mathematics that can lead to a richer and more sustainable learning process in mathematics lessons both at university and school level.

Place, publisher, year, edition, pages
De Gruyter Open, 2023
Keywords
narrative didactics, geometry, teacher education, mathematical maps, technology
National Category
Didactics
Research subject
Mathematics
Identifiers
urn:nbn:se:kau:diva-95943 (URN)10.1515/edu-2022-0186 (DOI)2-s2.0-85162170288 (Scopus ID)
Funder
Karlstad University
Available from: 2023-07-04 Created: 2023-07-04 Last updated: 2023-07-04Bibliographically approved
Fahlgren, M., Brunström, M., Vinerean-Bernhoff, M. & Wondmagegne, Y. (2022). Designing tasks and feedback utilizing a combination of a dynamic mathematics software and a computer-aided assessment system. In: U.T. Jankvist, R. Elicer, A. Clark-Wilson, H.-G. Weigand, & M. Thomsen (Ed.), Proceedings of the 15th International Conference on Technology in Mathematics Teaching (ICTMT 15): . Paper presented at The 15th International Conference on Technology in Mathematics Teaching – ICTMT 15 (pp. 272-279). Aarhus: Danish School of Education, Aarhus Unviersity
Open this publication in new window or tab >>Designing tasks and feedback utilizing a combination of a dynamic mathematics software and a computer-aided assessment system
2022 (English)In: Proceedings of the 15th International Conference on Technology in Mathematics Teaching (ICTMT 15) / [ed] U.T. Jankvist, R. Elicer, A. Clark-Wilson, H.-G. Weigand, & M. Thomsen, Aarhus: Danish School of Education, Aarhus Unviersity , 2022, p. 272-279Conference paper, Published paper (Refereed)
Abstract [en]

This paper reports on the planning of a design-based research (DBR) study, where the main aim is to develop principles in designing technology-enhanced learning environment utilizing a combination of a dynamic mathematics software (DMS) and a computer-aided assessment (CAA) system. The focus is on the design of tasks and automated feedback of high quality so as to enhance first year engineering students’ engagement in and conceptual understanding of mathematical contents. The paper outlines the rationale for the project and highlights theoretical aspects that will be considered in the study. Moreover, some findings from a pilot study that will inform the first cycle of the DBR study are presented.

Place, publisher, year, edition, pages
Aarhus: Danish School of Education, Aarhus Unviersity, 2022
Keywords
computer-aided assessment, dynamic mathematics software, formative feedback, university mathematics
National Category
Didactics
Research subject
Mathematics
Identifiers
urn:nbn:se:kau:diva-90026 (URN)10.7146/aul.452 (DOI)978-87-7507-525-6 (ISBN)
Conference
The 15th International Conference on Technology in Mathematics Teaching – ICTMT 15
Available from: 2022-06-02 Created: 2022-06-02 Last updated: 2023-06-27Bibliographically approved
Vinerean-Bernhoff, M., Fahlgren, M., Szabo, A. & Sriraman, B. (2022). Prospective teachers constructing dynamic geometry activities for gifted pupils: Connections between the frameworks of Krutetskii and van Hiele. Gifted Education International, 38(2), 273-294
Open this publication in new window or tab >>Prospective teachers constructing dynamic geometry activities for gifted pupils: Connections between the frameworks of Krutetskii and van Hiele
2022 (English)In: Gifted Education International, ISSN 0261-4294, E-ISSN 2047-9077, Vol. 38, no 2, p. 273-294Article in journal (Refereed) Published
Abstract [en]

The Swedish educational system has, so far, accorded little attention to the development of gifted pupils. Moreover, up to date, no Swedish studies have investigated teacher education from the perspective of mathematically gifted pupils. Our study is based on an instructional intervention, aimed to introduce the notion of giftedness in mathematics and to prepare prospective teachers (PTs) for the needs of the gifted. The data consists of 10 dynamic geometry software activities, constructed by 24 PTs. We investigated the constructed activities for their qualitative aspects, according to two frameworks: Krutetskii’s framework for mathematical giftedness and van Hiele’s model of geometrical thinking. The results indicate that nine of the 10 activities have the potential to address pivotal abilities of mathematically gifted pupils. In another aspect, the analysis suggests that Krutetskii’s holistic description of mathematical giftedness does not strictly correspond with the discrete levels of geometrical thinking proposed by van Hiele.

Place, publisher, year, edition, pages
Sage Publications, 2022
Keywords
dynamic geometry software, gifted pupils, mathematics, Prospective teachers
National Category
Didactics Learning Information Systems
Research subject
Mathematics didactics
Identifiers
urn:nbn:se:kau:diva-88888 (URN)10.1177/02614294211046544 (DOI)2-s2.0-85119131232 (Scopus ID)
Available from: 2022-03-01 Created: 2022-03-01 Last updated: 2022-10-06Bibliographically approved
Fahlgren, M., Szabo, A. & Vinerean-Bernhoff, M. (2022). Prospective teachers designing tasks for dynamic geometry environments. In: J. Hodgen, E. Geraniou, G. Bolondi, & F. Ferrettti (Ed.), Proceedings of the Twelfth Congress of the European Research Society in Mathematics Education (CERME12): . Paper presented at The Twelfth Congress of the European Research Society in Mathematics Education (CERME12),Bozen-Bolzano, Italy, Feb 2-5, 2022.. ERME, Article ID hal-03747493.
Open this publication in new window or tab >>Prospective teachers designing tasks for dynamic geometry environments
2022 (English)In: Proceedings of the Twelfth Congress of the European Research Society in Mathematics Education (CERME12) / [ed] J. Hodgen, E. Geraniou, G. Bolondi, & F. Ferrettti, ERME , 2022, article id hal-03747493Conference paper, Published paper (Refereed)
Abstract [en]

The paper examines the quality of digitized tasks designed by 10 (small) groups of prospective upper secondary school teachers as part of a geometry course assignment. The results indicate that a small instructional intervention, addressing the planning and implementation of tasks in digitized task environments as well as how to stimulate students to make mathematical generalizations, led to a relatively high proportion (8 out of 10) of high-quality tasks designed by the prospective teachers.

Place, publisher, year, edition, pages
ERME, 2022
Keywords
task design, dynamic geometry environment, prospective mathematics teacher
National Category
Didactics
Research subject
Mathematics didactics
Identifiers
urn:nbn:se:kau:diva-93098 (URN)
Conference
The Twelfth Congress of the European Research Society in Mathematics Education (CERME12),Bozen-Bolzano, Italy, Feb 2-5, 2022.
Available from: 2023-01-26 Created: 2023-01-26 Last updated: 2023-03-07Bibliographically approved
Przybilla, J., Brandl, M., Vinerean, M. & Liljekvist, Y. (2021). Interactive Mathematical Maps: A contextualized way of meaningful Learning. In: Nortvedt, G. A.; Buchholtz, N. F.; Fauskanger, J.; Hreinsdóttir, F.; Hähkiöniemi, M.; Jesse, B. E.; Kurvits, J.; Liljekvist, Y.; Misfeldt, M.; Naalsund, M.; Nilsen, H. K.; Pálsdóttir, G.; Portaankorva-Koivisto, P.; Radišić, J.; Virman, O. and Werneberg (Ed.), Bringing Nordic mathematics education into the future. Papers from NORMA 20, Preceedings of Norma 20, The ninth Nordic Conference on Mathematics Education, Oslo, 2021: . Paper presented at NORMA 20, The ninth Nordic Conference on Mathematics Education, Oslo, 2021 (pp. 209-216).
Open this publication in new window or tab >>Interactive Mathematical Maps: A contextualized way of meaningful Learning
2021 (English)In: Bringing Nordic mathematics education into the future. Papers from NORMA 20, Preceedings of Norma 20, The ninth Nordic Conference on Mathematics Education, Oslo, 2021 / [ed] Nortvedt, G. A.; Buchholtz, N. F.; Fauskanger, J.; Hreinsdóttir, F.; Hähkiöniemi, M.; Jesse, B. E.; Kurvits, J.; Liljekvist, Y.; Misfeldt, M.; Naalsund, M.; Nilsen, H. K.; Pálsdóttir, G.; Portaankorva-Koivisto, P.; Radišić, J.; Virman, O. and Werneberg, 2021, p. 209-216Conference paper, Published paper (Refereed)
Abstract [en]

Student teachers are often not able to link mathematical school and university contents. This problem results in the “double discontinuity” that goes back to Klein (1924)[1], which manifests itself in a lack of understanding and significance of university contents on the part of future teachers. Based on modern learning psychology we assume that this issue can be overcome by defragmentation – a thematically meaningful arrangement – of knowledge. For this purpose, we present a "dynamic interactive mathematical map" which should enable "meaningful learning" in the sense of Ausubel (1963) [2]. By giving the learners the possibility to retrace the formation of mathematical subjects in conjunction with the presentation of similar concepts, understanding is deepened and ultimately transfer of learning is facilitated. We also present one of the tentative studies connected with the map.

 [1] “The first ‘discontinuity’ concerns the well-known problems of transition which students face as they enter university. The second ‘discontinuity’ concerns those […] which return to school as teachers and the (difficult) transfer of academic knowledge gained at university to relevant knowledge for a teacher.” (Winsløw & Grønbæk, 2013, p. 2)[2] Ausubel (1963) shaped the term “meaningful learning”, which declares that learning is only meaningful (contrasted to rote learning), when connected to past learnings and many different contexts. 

Series
Skrifter från SMDF, ISSN 1651-3274 ; 14
Keywords
technology, teacher education, maps, joined-up thinking, transfer
National Category
Mathematics
Research subject
Mathematics didactics
Identifiers
urn:nbn:se:kau:diva-82606 (URN)978-91-984024-3-8 (ISBN)
Conference
NORMA 20, The ninth Nordic Conference on Mathematics Education, Oslo, 2021
Available from: 2021-01-27 Created: 2021-01-27 Last updated: 2023-01-09Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0001-7825-0243

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