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Vinerean-Bernhoff, MirelaORCID iD iconorcid.org/0000-0001-7825-0243
Alternative names
Publications (10 of 22) Show all publications
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
Przybilla, J., Vinerean-Bernhoff, M., Brandl, M. & Liljekvist, Y. (2021). Rooms of Learning: A conceptual framework for student-centered teaching development in a digital era. Karlstad: Karlstads universitet
Open this publication in new window or tab >>Rooms of Learning: A conceptual framework for student-centered teaching development in a digital era
2021 (English)Report (Refereed)
Abstract [en]

In the context of teaching, there is often a clash of different generation cohorts, which have different attitudes to and skills in digital media and corresponding ways of teaching and learning, respectively. The current COVID19 situation works as an intensifying lens and shows the problems occurring in this context even more clearly. Many mathematics teachers feel urged to move away from the instruction- and lecture-centered teaching style and many universities are upgrading digitally, thus creating the conditions for innovative teaching.  

Considering the change in learning theories and education curricula, we offer a general model called “Rooms of Learning” as a quick-to-see-and-interpret framework for the pre- and post-analysis of course design. It is backed by subject didactical frameworks that focus on interactions between the main actors involved in learning.  

As starting points, we use the basic needs of today’s learners for autonomy, relatedness, and competence as well as the requirements of the present information society. Focusing on different levels of the learners’ autonomy, as the key factor for building up mathematical competence and life-long learning, we illustrate our practice-oriented model by analyzing different course layouts. Herein the strength of the model is demonstrated, as commonalities of the modern course designs successfully applied today are revealed. It suggests, when designing a course, care should be taken to ensure that the defined Peer teaching room and Self-studies room are given enough space.

Place, publisher, year, edition, pages
Karlstad: Karlstads universitet, 2021
Series
Working Papers in Mathematics Education ; 2021:2
National Category
Didactics
Research subject
Mathematics didactics
Identifiers
urn:nbn:se:kau:diva-86959 (URN)978-91-7867-247-9 (ISBN)
Available from: 2021-11-08 Created: 2021-11-08 Last updated: 2023-01-09Bibliographically approved
Brunström, M., Fahlgren, M., Vinerean-Bernhoff, M. & Wondmagegne, Y. (2020). Computer-aided assessment based on dynamic mathematics investigations. In: A. Donevska-Todorova, E. Faggiano, J. Trgalová, Z. Lavicza, R. Weinhandl, A. Clark-Wilson, & H.-G. Weigand (Ed.), Proceedings of the Tenth ERME Topic Conference (ETC 10) on Mathematics Education in the Digital Age (MEDA), 16-18 September 2020 in Linz, Austria: . Paper presented at The 10th ERME Topic Conference (ETC 10) on Mathematics Education in the Digital Age (MEDA), 16-18 September 2020 in Linz, Austria. Linz, Austria
Open this publication in new window or tab >>Computer-aided assessment based on dynamic mathematics investigations
2020 (English)In: Proceedings of the Tenth ERME Topic Conference (ETC 10) on Mathematics Education in the Digital Age (MEDA), 16-18 September 2020 in Linz, Austria / [ed] A. Donevska-Todorova, E. Faggiano, J. Trgalová, Z. Lavicza, R. Weinhandl, A. Clark-Wilson, & H.-G. Weigand, Linz, Austria, 2020Conference paper, Poster (with or without abstract) (Refereed)
Abstract [en]

In the poster, we will present a planned study focusing on the design of DMS tasks and elaborated feedback within a CAA system. The study will be conducted in a first year engineering mathematics course during autumn 2020.

Place, publisher, year, edition, pages
Linz, Austria: , 2020
Keywords
computer-aided assessment, feedback, engineering mathematics, dynamic mathematics software
National Category
Didactics
Research subject
Mathematics
Identifiers
urn:nbn:se:kau:diva-80780 (URN)
Conference
The 10th ERME Topic Conference (ETC 10) on Mathematics Education in the Digital Age (MEDA), 16-18 September 2020 in Linz, Austria
Available from: 2020-10-13 Created: 2020-10-13 Last updated: 2020-11-12Bibliographically approved
Szabo, A., Vinerean, M. & Fahlgren, M. (2020). Surveying prospective teachers’ conceptions of GeoGebra when constructing mathematical activities for pupils. In: A. Donevska-Todorova; E. Faggiano, J. Trgalová; Z. Lavicza; R. Weinhandl; A. Clark-Wilson and H.-G. Weigand (Ed.), Proceedings of the 10th ERME Topic Conference (ETC 10) on Mathematics Education in the Digital Age (MEDA), 16-18 September 2020 in Linz, Austria: . Paper presented at The 10th ERME Topic Conference (ETC 10) on Mathematics Education in the Digital Age (MEDA), 16-18 September 2020 in Linz, Austria.
Open this publication in new window or tab >>Surveying prospective teachers’ conceptions of GeoGebra when constructing mathematical activities for pupils
2020 (English)In: Proceedings of the 10th ERME Topic Conference (ETC 10) on Mathematics Education in the Digital Age (MEDA), 16-18 September 2020 in Linz, Austria / [ed] A. Donevska-Todorova; E. Faggiano, J. Trgalová; Z. Lavicza; R. Weinhandl; A. Clark-Wilson and H.-G. Weigand, 2020Conference paper, Poster (with or without abstract) (Refereed)
Abstract [en]

In this poster, we present an ongoing study about prospective mathematics teachers' conceptions about the relationship between mathematics, problem-solving and GeoGebra. The context of our study is a curriculum reform in Sweden that emphasizes the use of digital tools in mathematics education. In that respect, we will investigate prospective upper-secondary teachers´ conceptions when participating in a geometry course at the university level. During the course, participants will construct mathematical activities for pupils by using GeoGebra.

Keywords
mathematics teaching and learning, prospective teachers, dynamic geometry software, problem solving
National Category
Mathematics
Research subject
Mathematics didactics
Identifiers
urn:nbn:se:kau:diva-82625 (URN)978-3-9504630-5-7 (ISBN)
Conference
The 10th ERME Topic Conference (ETC 10) on Mathematics Education in the Digital Age (MEDA), 16-18 September 2020 in Linz, Austria
Available from: 2021-01-27 Created: 2021-01-27 Last updated: 2022-07-06Bibliographically approved
Mellroth, E., Vinerean-Bernhoff, M., Boström, M. & Liljekvist, Y. (2019). Differentiated instruction using learning management systems in upper secondary school and university level: A research proposal. In: Marianne Nolte (Ed.), Including the highly gifted and creative students: Current ideas and future directions.: Proceedings of the 11th International conference on mathematics creativity and giftedness.. Paper presented at The 11th International conference on mathematics creativity and giftedness. (pp. 378-380). Münster: Verlag für wissenschaftliche Texte und Medien
Open this publication in new window or tab >>Differentiated instruction using learning management systems in upper secondary school and university level: A research proposal
2019 (English)In: Including the highly gifted and creative students: Current ideas and future directions.: Proceedings of the 11th International conference on mathematics creativity and giftedness. / [ed] Marianne Nolte, Münster: Verlag für wissenschaftliche Texte und Medien , 2019, p. 378-380Conference paper, Poster (with or without abstract) (Refereed)
Abstract [en]

There is a need to develop an infrastructure to support and maintain teaching that both challenge all students at their knowledge level and open up the possibility to applying mathematical knowledge in innovative and creative ways. Learning management systems (LMS) are widely used throughout the Swedish school system. However, recent studies shows that few teachers use this resource for teaching development, i.e., using LMS as an instrument to improve forthcoming lessons. In this poster a research proposal is outlined. The aim is to explore how LMS can be used as an instrument for differentiated instruction throughout the intertwined processes of planning, teaching, studying, follow up and assessment.

Place, publisher, year, edition, pages
Münster: Verlag für wissenschaftliche Texte und Medien, 2019
Keywords
Differentiated instruction, Learning Management System
National Category
Mathematics Pedagogical Work
Research subject
Mathematics didactics
Identifiers
urn:nbn:se:kau:diva-77065 (URN)
Conference
The 11th International conference on mathematics creativity and giftedness.
Note

ISBN: 978-3-95987-132-5

Available from: 2020-02-26 Created: 2020-02-26 Last updated: 2020-10-22Bibliographically approved
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ORCID iD: ORCID iD iconorcid.org/0000-0001-7825-0243

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