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  • 1.
    Liljekvist, Yvonne
    et al.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Mathematics and Computer Science (from 2013). Uppsala university, Uppsala, Sweden.
    Mellroth, Elisabet
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Mathematics and Computer Science (from 2013).
    Olsson, Jan
    Umeå university, Umeå, Sweden.
    Boesen, Jesper
    Gothenburg University, Gothenburg, Sweden.
    Conceptualizing a local instruction theory in design research: Report from a symposium2017In: ICT in mathematics education: The future and the realities. Proceedings of MADIF 10: The tenth research seminar of the Swedish Society for Research in Mathematics Education / [ed] Johan Häggström, Eva Norén, Jorryt van Bommel, Judy Sayers, Ola Helenius, Yvonne Liljekvist, Göteborg: Svensk förening för MatematikDidaktisk Forskning - SMDF, 2017, p. 119-128Conference paper (Refereed)
    Abstract [en]

    This is a report on the discussions (and post-reflections) of the MADIF10 symposium ”Conceptualizing a local instructional theory in design research”. Linking the discussion to Koeno Gravemeijer’s keynote at MADIF9 and drawing on different ongoing research projects, the aim of the symposium was to discuss [examples of] the operationalization of design principles in order to deepen the understanding of some theoretical concepts in design research. The contribution of the symposium is the interpretation of how local instruction theory interrelates with other concepts in design research, for instance, the hypothetical learning trajectory. The role of the concepts as both design tools and as outcomes was presented and discussed.

  • 2.
    Mellroth, Elisabet
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Mathematics and Computer Science (from 2013).
    Developing the design of a role-play in a professional development2016Conference paper (Refereed)
    Abstract [en]

    The poster shows how a role-play conducted by teachers can be developed through the methodology of educational design research. The role-play represents a classroom situation and is an instructional activity as part of a two-year long teacher professional development program. The implementation focuses on some of the features identified as important in an effective professional development. The aim of the role-play is to practice and deepen mathematics teachers’ knowledge and skills of stimulating mathematically gifted pupils higher order thinking. After the development of the role-play, the study can move forward and include; teachers’ change in instruction and pupil learning in order to study the effectiveness of the role-play as a part of a professional development program.

  • 3.
    Mellroth, Elisabet
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Mathematics and Computer Science (from 2013).
    Harnessing teachers’ perspectives: Recognizing mathematically highly able pupils and orchestrating teaching for them in a diverse ability classroom2018Doctoral 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.

  • 4.
    Mellroth, Elisabet
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Mathematics and Computer Science.
    High achiever! Always a high achiever?: A comparison of student achievements on mathematical tests with different aims and goals2014Licentiate 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.

  • 5.
    Mellroth, Elisabet
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Mathematics and Computer Science (from 2013).
    Manuscript: Teachers’ views on teaching highly able pupils in diverse ability classroomManuscript (preprint) (Other academic)
  • 6.
    Mellroth, Elisabet
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Mathematics and Computer Science.
    Mathematically Able but Yet Underachieving in School Mathematics2013In: Proceedings of the EightŠ Congress of the European Society for Research in Mathematics Education / [ed] Behiye Ubuz, Çiğdem Haser, Maria Alessandra Mariotti, Ankara, Turkey, 2013, p. 1264-1265Conference paper (Refereed)
    Abstract [en]

    Teacher observation has shown that some pupils achieve very high on the Kangaroo Competition test (KC) but very low on the Swedish National test in Mathematics (SNM). This study will investigate the number of pupils who have high achievement scores on the KC (top 10%) but low achievement scores on the SNM (bottom 50%). Individual results on the SNM given in grade 6 (age 12) will be compared to results on the KC given in grade 7; concerning approximately 700 individuals. Results will give an example of the quantity of mathematically able pupils who underachieve in School Mathematics in Sweden. Data interpretation will connect this study to international research concerning mathematical abilities and mathematical achievement among mathematically able pupils.

  • 7.
    Mellroth, Elisabet
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Mathematics and Computer Science (from 2013). Karlstads kommun.
    Med rätt att utmanas - i en skola för alla: Att utveckla verksamheten kring att inkludera elever med särskild begåvning i lärande.2018Report (Other (popular science, discussion, etc.))
    Abstract [sv]

    Detta är en rapport av ett skolutvecklingsprojekt som pågått från och med våren 2015 till och med våren 2017, det vill säga tre år. Projektets övergripande syfte var att möta den problematik som finns i svensk skola kring att elever med särskild begåvning ofta är understimulerade och ofta lämnas utan stöd och stimulans att vidareutvecklas i kunskap genom undervisning i skolan. Ett mer konkret syfte var att på vetenskaplig grund utveckla innehåll och undervisningssituationer i matematik för elever med särskild begåvning i matematik i det svenska heterogena klassrummet. Målet var att öka kunskapen hos skolpersonal om dessa elever, deras behov, styrkor och svårigheter, samt deras rättigheter. Ett mer detaljerat mål var att definiera vilken typ av innehåll som lämpar sig för elever med särskild begåvning, både med avseende på matematiska förmågor och specifikt matematikinnehåll. Ett ytterligare mål var att identifiera några typer av undervisningssituationer som är speciellt lämpliga för dessa elever i det vanliga klassrummet. Som resultat av projektet har 14 grundskolelärare i Karlstads kommun och en i Borlänge kommun utvecklat sin kompetens att identifiera elever med särskild begåvning i sina klassrum. De har också utvecklat sin kompetens i att möta dessa elever i undervisning. Lärarna uppger vidare att de har ändrat sitt tankesätt kring hur undervisning kan gå till, vilket lett till att de nu utmanar alla elever i klassrummet mer. Genom projektet har vi analyserat, utvecklat och i tre interventioner prövat tio matematikuppgifter. Denna rapport beskriver projektet och de utvecklade uppgifterna, som finns presenterade i rapporten, är ett sätt att sprida projektet vidare till andra pedagogiska verksamheter. Vår förhoppning är att rapporten kan hjälpa andra att utveckla sina verksamheter så att fler elever med särskild begåvning får stöd och stimulans att utvecklas vidare i kunskap genom undervisning i svensk skola.

  • 8.
    Mellroth, Elisabet
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Mathematics and Computer Science.
    Problem solving competency and the mathematical kangaroo2015In: Proceedings of the Ninth Congress of the European Society for Research in Mathematics Education / [ed] Konrad Krainer, Naďa Vondrová, Prague, Czech Republic, 2015, p. 1095-1096Conference paper (Refereed)
    Abstract [en]

    The goal of the study was to investigate differences in how two groups of students activated mathematical competencies in the mathematical kangaroo (MK). The two groups, group 1 and 2, were identified from a sample of 264 students (grade 7, age 13) through high achievement (top 20 %) in only one of the tests: the MK or a curriculum bounded test (CT). Analysis of mathematical competencies showed that the high achievers in the MK, activated the problem solving competency to a greater extent than the high achievers in the CT, when doing the MK. The results indicate the importance of using non-traditional tests in the assessment process of students to be able to find students that might possess good mathematical competencies although they do not show it on curriculum bounded tests.

  • 9.
    Mellroth, Elisabet
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Mathematics and Computer Science (from 2013).
    Sverige och undervisning av elever med särskild begåvning i slutet av 20182019In: Kognition og Pædagogik: Tidskrift om gode læringsmiljøer, ISSN 0906-6225, Vol. 29, no 111-112, p. 42-47Article in journal (Other (popular science, discussion, etc.))
    Abstract [sv]

    Denna artikel bygger på en historisk beskrivning hur undervisning av elever med särskild begåvade börjat ta plats i det svenska skolsystemet. Syftet med artikeln är att ge en bild av hur långt Sverige har kommit, i slutet av 2018, i utvecklingen av undervisning av elever med särskild begåvning. Det historiska perspektivet är tänkt att ge läsaren en bättre förståelse och bakgrund till lägesbeskrivningen. Artikeln avslutas med en kort summering, samt förslag på prioriterade satsningar för att lyckas med att etablera hållbara strukturer för undervisning av dessa barn och elever.

  • 10.
    Mellroth, Elisabet
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Mathematics and Computer Science (from 2013).
    Swedish teachers’ perspectives on educating highly able pupils2019In: Alle Talente wertschätzen grenz- und beziehungsgebiete der Mathematikdidaktik ausschöpfen: Festschrift für Marianne Nolte / [ed] K. Pamperien & A. Pöhls, Münster: VTM-Verlag , 2019Chapter in book (Other academic)
    Abstract [en]

    This text is a brief summary of two studies presented in my doctoral thesis. The aim of the studies was to capture teachers’ perspectives on orchestrating teaching of mathematically highly able pupils (MHAPs) in diverse classroom. Positioning theory was used to analyze teachers’ (N=17) discussions in the context of a long term (two-year, 120 h) professional development programme on gifted education. The results show that, when teachers connect theories of gifted education with their teaching expertise, they express possibilities and obstacles, but also rights and duties, in their professional task, to include MHAPs in classroom learning. The teachers express a duty to collaborate with colleagues to meet the learning needs of MHAPs. Differentiation and well-composed mathematical tasks are suggested as possible ways of catering for those needs. Through the lens of positioning theory, the results show that teachers have deep knowledge of what constitutes high ability and that they have the power to orchestrate teaching to meet the needs of MHAPs. Whether they can or do use this power, however, is a question yet to be explored.

  • 11.
    Mellroth, Elisabet
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Mathematics and Computer Science (from 2013).
    Teachers' Views on Teaching Highly Able Pupils in a Heterogeneous Mathematics Classroom2020In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, p. 1-19Article in journal (Refereed)
    Abstract [en]

    Aiming to bring teachers' perspectives to research, teachers' (N = 12) discussions are explored in the context of a professional development program on teaching highly able pupils (HAPs) mathematics. The findings show that the teachers perceive they have the competence to recognize HAPs, for example through continuous assessment. However, they express that collaboration with colleagues is necessary and that they would like their principals' acknowledgement for their competence. They connect and verbalize their practical expertise with theories of teaching HAPs and demonstrate several criteria for teaching that successfully meet pupils' learning needs in heterogeneous classrooms. Thus, they feel confident in how to orchestrate teaching that is inclusive of HAPs in heterogeneous mathematics classrooms.

  • 12.
    Mellroth, Elisabet
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Mathematics and Computer Science. Karlstads kommun.
    The suitability of rich learning tasks from a pupil perspective2017In: CERME 10: Proceedings of the Tenth Congress of European Society for Research in Marhematics Education, European Society for Research in Mathematics Education, 2017, p. 1162-1169Conference paper (Refereed)
    Abstract [en]

    The construction of tasks is important to challenge pupils, but the exploration of pupils’ perceptions connected to their work with tasks, is rare. This paper presents the results of a study using a tool aimed at measuring pupils’ perception of joy and interest connected to ‘rich learning tasks’ by comparing the views of mathematically promising pupils and others. Two tasks were pre- and postevaluated, the first by 139 and the second by 106 pupils from grade 4-9. The results indicate that the tool is suited for the exploration of pupils’ views, especially as it can be deduced from the comparison that mathematically promising pupils perceived both tasks more positively than the other pupils, and that the non-identified pupils became more positive after working especially with one of the tasks.

  • 13.
    Mellroth, Elisabet
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Regionalt utvecklingscentrum, RUC.
    Arwidsson, Agneta
    Holmberg, Katarina
    Lindgren Persson, Annika
    Nätterdal, Charlotta
    Perman, Lotta
    Sköld, Sofia
    Thyberg, Annika
    En forskningscirkel för lärare om särskild begåvning i matematik2016Report (Other academic)
    Abstract [sv]

    Detta är en rapport från en forskningscirkel med syfte att fördjupa lärares kunskaper kring teorier om matematisk begåvning, och att leda lärarna i att vetenskapligt utforska sin egen praktik gällande att identifiera och stödja matematiskt begåvade elever. Genom utökad kunskap om matematisk begåvning och genom olika identifieringsmetoder kunde lärarna ana vilka elever som var matematiskt begåvade. Dock var ingen helt säker på att alla identifierade elever var matematiskt begåvade eller att de hade hittat alla begåvade elever. För att stödja de matematiskt begåvade i det vanliga klassrummet lades stor vikt på uppgifter. Lärarna observerade hur två utprövade uppgifter fungerade för identifierade respektive icke-identifierade elever. Identifierade elever upplevde båda uppgifterna mer positivt, de icke-identifierade blev mer positiva till framförallt den ena uppgiften efter att ha arbetat med den. Vi har bekräftat att fortbildning inom matematisk begåvning underlättar för läraren i arbetet med att upptäcka de matematiskt begåvade. Arbetet i forskningscirkeln indikerar även att den typ av uppgifter som användes, tilltalar matematiskt begåvade elever och verkar ha en positiv effekt gällande intresse och glädje för matematik även för de elever som inte blev identifierade.

  • 14.
    Mellroth, Elisabet
    et al.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Mathematics and Computer Science (from 2013).
    Bergwall, Andreas
    Örebro University.
    Kollegialt lärande kring lärsituationer för gymnasieelever med särskild begåvning.2020Conference paper (Refereed)
    Abstract [sv]

    Design research och Cultural-Historical Activity Theory kommer i denna studie användas för att studera kollegialt lärande i matematik. Studien utförs med lärare som deltar i ett skolutvecklingsprojekt med ett delsyfte att utveckla undervisningen för elever med särskild begåvning. Forskningen syftar till att bidra med kunskap om kollegialt lärande som en hållbar utvecklingsprocess i en kommun.

  • 15.
    Mellroth, Elisabet
    et al.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Mathematics and Computer Science (from 2013).
    Boesen, Jesper
    Jönköping University.
    Noticing pupils’ mathematical potential: A proposal for guiding teachers.2019In: Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education (CERME11, February 6 – 10, 2019) / [ed] Jankvist, U. T., Van den Heuvel-Panhuizen, M., & Veldhuis, M., Utrecht, 2019, p. 3688-3695Conference paper (Refereed)
    Abstract [en]

    It has been shown to be problematic for teachers to use Krutetskii´s definition of mathematicalabilities to recognize mathematically highly able pupils (MHAPs). Aiming to concretize whatteachers can notice in pupils’ problem-solving processes, we connect a 10-year-old boy’s problemsolvingprocess to some of the abilities defined by Krutetskii. The results give clear descriptions ofwhat teachers can observe in pupils’ mathematical activities to notice their mathematical potential.We concretize, for example, how a pupil’s abilities to grasp a problem’s formal structure and togeneralize can be observed. To be able to notice MHAPs, teachers need research-based support onhow and what to observe in their pupils. Our proposed guide needs to be tested and validated toexplore if it will help teachers to notice MHAPs s and subsequently support their learning.

  • 16.
    Mellroth, Elisabet
    et al.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Mathematics and Computer Science (from 2013).
    Margrain, Valerie
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Teaching highly able learners in diverse classrooms: Pedagogical possibilities through collaboration.2019In: 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, 2019, p. 21-31Conference paper (Other academic)
    Abstract [en]

    We argue in this paper that, with appropriate support, teaching of highly able learner can occur in diverse classrooms. We draw on a constructivist theory of learning and a differentiation paradigm (Dai & Chen, 2013). The claim that teachers can orchestrate teaching for highly able students in diverse classrooms is considered with evidence of our own and other data, warrant, backing, qualifier and rebuttal. Results from many studies have given knowledge of learning needs of mathematically highly able learners as well as of successful teaching to meet a diversity of learners. Drawing on our research, and work with school development, we share ideas about possibilities for teachers to support learning for all students, that is, including the highly able, within a diverse classroom. In particular, we advocate the possibilities from professional collaboration and our practice examples illustrate this claim.

  • 17.
    Mellroth, Elisabet
    et al.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Mathematics and Computer Science (from 2013).
    Thyberg, Annika
    Karlstads kommun.
    Spielfelder2018In: Alle zusammen!: Offene, substanzielle Problemfelder als Gestaltungsbaustein für inklusiven Mathematikunterricht / [ed] Ralf Benölken, Nina Berlinger und Marcel Veber, Münster: WTM Verlag für wissenschafliche Texte und Medien Münster , 2018, p. 37-49Chapter in book (Refereed)
  • 18.
    Mellroth, Elisabet
    et al.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Mathematics and Computer Science (from 2013).
    van Bommel, Jorryt
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Mathematics and Computer Science (from 2013).
    Liljekvist, Yvonne
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Mathematics and Computer Science (from 2013).
    Elementary teachers on orchestrating teaching for mathematically highly able pupils2019In: The Montana Mathematics Enthusiast, ISSN 1551-3440, E-ISSN 1551-3440, Vol. 16, no 1-3, p. 127-153, article id 8Article in journal (Refereed)
    Abstract [en]

    Studies on high ability in mathematics rarely take a teacher’s perspective. The purpose of our study is to add such a perspective, which we will do by using positioning theory to analyze elementary teachers’ discussions on mathematical tasks, aiming to challenge all pupils, including the highly able. The study is conducted in the context of a two-year long teacher professional development program on high ability. Teachers expressed both their teaching and the mathematical tasks as helpful in orchestrating teaching suitable for highly able pupils. They highlight the opportunities given by some tasks as well as the importance of guiding highly able pupils to go further in such tasks. However, they expressed their own limited mathematical knowledge and time needed for pupils with learning difficulties as obstacles to orchestrate teaching for the highly able. The results show that it is important to, in close cooperation with teachers, further explore how to orchestrate teaching that challenges highly able pupils.

  • 19.
    Mellroth, Elisabet
    et al.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Mathematics and Computer Science (from 2013).
    Vinerean-Bernhoff, Mirela
    Karlstad University, Faculty of Technology and Science, Department of Mathematics. Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Mathematics and Computer Science (from 2013).
    Boström, Mattias
    City of Karlstad, Sundsta- Älvkullegymnasiet.
    Liljekvist, Yvonne
    Karlstad University, Faculty of Technology and Science, Department of Mathematics. Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Mathematics and Computer Science (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Differentiated instruction using learning management systems in upper secondary school and university level: A research proposal2019In: 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, 2019, p. 378-380Conference paper (Refereed)
    Abstract [en]

    t. 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.

1 - 19 of 19
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