Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
High achiever! Always a high achiever?: A comparison of student achievements on mathematical tests with different aims and goals
Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Mathematics and Computer Science. (FontD)ORCID iD: 0000-0001-8449-130X
2014 (English)Licentiate thesis, monograph (Other academic)
Abstract [en]

This study explored changes in relative achievement over time. It also investigated differences in how two groups of students activate mathematical competencies. The aim of the study was to investigate students’ relative achievement in mathematics over time, and how mathematical competencies can be used to explore differences between groups of students on a non-curriculum based test in mathematics. The study was divided in two parts. Study 1 compared students’ (n=568) relative achievement in two national tests in mathematics (years 3 and 6). Study 1 explored changes in relative achievement between the two national tests as well as differences in relative achievement between the national test in year 6 and the mathematical kangaroo in year 7 (age 13). The study identified, from a sample (n=264) of study 1, two groups of students with high achievements in only one of the tests, the national test in year 6 or the mathematical kangaroo. Study 2 explored how differences between those students relative achievement on the mathematical kangaroo could be explained through activation of mathematical competencies. The results in study 1 show that students undergo large changes, both increases and decreases, in relative achievement between the national tests in years 3 and 6. Study 2 shows how the two identified groups activate the mathematical competencies differently on the mathematical kangaroo. 9% of the students achieve highly in the mathematical kangaroo although they do not in the national test. The study implicates the importance of using non-curriculum bounded tests to identify strength in mathematical competencies among students that not are able to show them through the national test.

Place, publisher, year, edition, pages
Karlstad: Karlstads universitet, 2014. , p. 127
Series
Karlstad University Studies, ISSN 1403-8099 ; 2014:67
Series
Studies in Science and Technology Education, ISSN 1652-5051 ; 78
Keywords [en]
achievement, alternative assessment, curriculum based assessment mathematical competency, mathematical kangaroo, mathematics tests, national tests
National Category
Mathematics Didactics
Research subject
Mathematics
Identifiers
URN: urn:nbn:se:kau:diva-34516ISBN: 978-91-7063-607-3 (print)OAI: oai:DiVA.org:kau-34516DiVA, id: diva2:759482
Presentation
2014-12-19, 21A 342, Karlstads universitet, Karlstad, 10:15 (Swedish)
Opponent
Supervisors
Available from: 2014-11-18 Created: 2014-10-29 Last updated: 2019-07-10Bibliographically approved
In thesis
1. Harnessing teachers’ perspectives: Recognizing mathematically highly able pupils and orchestrating teaching for them in a diverse ability classroom
Open this publication in new window or tab >>Harnessing teachers’ perspectives: Recognizing mathematically highly able pupils and orchestrating teaching for them in a diverse ability classroom
2018 (English)Doctoral thesis, comprehensive summary (Other academic)
Abstract [en]

There is a lack of research that explores teachers’ perspectives on teaching highly able pupils (HAPs) in the diverse ability classroom. Instead, pupils’ perspectives are common, such studies often concluding that teachers need more professional development or that they fail to support HAPs. Consequently, previous research does not support teachers in how to implement teaching that includes HAPs. This thesis aims to harness teachers’ perspectives of pedagogical possibilities that enable learning opportunities for mathematically highly able pupils (MHAPs). By comparing pupils’ (n=264) relative achievement on two different tests, traditional and non-traditional, the first part of this thesis explores teachers’ possibilities to recognize MHAPs. The results show that pupils who achieved highly on the non-traditional test, but not on the other, have higher problem-solving competence compared to pupils who achieved highly on the traditional test instead. The second part presents a teacher-initiated investigation of pupils’ perceptions of challenging mathematical tasks. The findings indicate that the developed tool can help teachers find suitable tasks for MHAPs. The final part uses positioning theory to analyze teachers’ (N=17) discussions and probe their perceptions on orchestrating teaching MHAPs. The findings show that the teachers have knowledge of how to recognize and support MHAPs. Specifically, the teachers express possibilities with challenging tasks and differentiated education to meet MHAPs’ learning needs. Furthermore, the teachers perceived fewer rights than duties to orchestrate teaching for MHAPs’, for example, to continuously asses them. The studies in this thesis support teachers to orchestrate teaching including MHAPs in the diverse ability classroom. Both practice and research can be guided by what the teachers in these studies perceived as possible to do to orchestrate such teaching. Thereby support is given to teachers, from teachers, through research.

Abstract [en]

This thesis harnesses teachers’ perspectives of pedagogical possibilities that enable learning opportunities for mathematically highly able pupils (MHAPs). Firstly, teachers’ possibilities to recognize MHAPs through assessment are explored. The results show that pupils with high problem-solving competence can achieve highly on a non-traditional test, whereas they do not on traditional tests. Secondly, a teacher-initiated investigation of pupils’ perceptions of challenging mathematical tasks is presented. The findings indicate that a developed tool can help teachers find suitable tasks for MHAPs. Finally, teachers’ (N=17) discussions are analysed and their perceptions on orchestrating teaching MHAPs are probed. The findings show that the teachers have knowledge of how to recognize and support MHAPs. Specifically, the teachers express possibilities with challenging tasks and differentiated education. Furthermore, the teachers perceived they have knowledge and competence to orchestrate teaching for MHAPs. The findings show that their knowledge is consistent with previous research on teaching highly able pupils (HAPs) to meet their learning needs. This thesis gives support, on orchestrating teaching that includes HAPs in learning, to teachers, from teachers, through research.

Place, publisher, year, edition, pages
Karlstad: Karlstads universitet, 2018. p. 126
Series
Karlstad University Studies, ISSN 1403-8099 ; 2018:45
Keywords
High ability, Gifted education, Professional development, Mathematics, Differentiated education, Inclusive education, Teachers, Positioning theory
National Category
Pedagogical Work
Research subject
Educational Work
Identifiers
urn:nbn:se:kau:diva-69485 (URN)978-91-7063-882-4 (ISBN)978-91-7063-977-7 (ISBN)
Public defence
2018-12-10, Nyquistsalen, 9C 203, Karlstad, 10:00 (English)
Opponent
Supervisors
Available from: 2018-11-19 Created: 2018-10-05 Last updated: 2018-11-20Bibliographically approved

Open Access in DiVA

High_achiever!(3510 kB)1101 downloads
File information
File name FULLTEXT02.pdfFile size 3510 kBChecksum SHA-512
75d752929053b20fbaf729f934ad2935942f65b9227594a029c66f9db6e641af5b4de11aa2d52b97be57d043ffb345f1c9f8ac1546deb95411cb9d8df60ebd3f
Type fulltextMimetype application/pdf

Authority records BETA

Mellroth, Elisabet

Search in DiVA

By author/editor
Mellroth, Elisabet
By organisation
Department of Mathematics and Computer Science
MathematicsDidactics

Search outside of DiVA

GoogleGoogle Scholar
Total: 1149 downloads
The number of downloads is the sum of all downloads of full texts. It may include eg previous versions that are now no longer available

isbn
urn-nbn

Altmetric score

isbn
urn-nbn
Total: 1327 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf