Anna Teledahl

Örebro University | oru

Mathematical writing in school is difficult to teach. Reasons include that it is a domain in which there are rules for some parts of the writing like for example mathematical notation while others must be negotiated locally in the classroom. Writing is also seldom separated from the process of solving mathematical problems, creating a situation whe...

We present three closely related projects concerned with supporting students’ mathematical problem solving. The projects build on the assumption that problem solving activities are beneficial to students’ learning but challenging for teachers to organise. Teachers must find ways to support students' progress in problem solving without removing nece...

This paper presents the way pilot studies underpin a design for a future project investigating how formative feedback can be designed in order to support students' creative reasoning when constructing solutions to mathematical tasks. It builds on the idea that creative reasoning is beneficial to students' mathematical learning. Four pilot studies h...

ABSTRACTThis study investigates young students? writing in connection to mathematical problem solving. Students? written communication has traditionally been used by mathematics teachers in the assessment of students? mathematical knowledge. This study rests on the notion that this writing represents a particular activity which requires a complex s...

The study aims to examine elementary school mathematics teachers' ways of discussing students' mathematical texts. Nineteen teachers were interviewed in groups and asked to discuss 15 texts. The object of study is the teachers' collective discussions, analyzed using a discourse analytic approach. Findings indicate that two different modes are visib...