Papers by Heidi Strømskag Måsøval
Proceedings of the 38th Conference of the International Group for the Psychology of Mathematics Education, 2014
Mathematics Education has at its core a conception of the mathematical performances that represen... more Mathematics Education has at its core a conception of the mathematical performances that represent the aspirations of the mathematics classroom and curriculum. These performances are constituted through teacher and student participation in the activities stimulated by mathematical tasks selected by the teacher for the realization of an instructional purpose. In this nexus of activity, intention, interpretation and consequence, the mathematical task occupies a central place. This Research Forum provides an opportunity to explore and reflect upon the role that mathematical tasks play in the achievement of the goals of the international mathematics education community. Further, consistent with current curricular and theoretical priorities, the agency, attributes and activities of the student are foregrounded in the discussion of the instructional use of mathematical tasks. The contributors to this Research Forum represent a wide variety of theoretical perspectives and report research undertaken in different school systems and different cultures. These different perspectives offer a useful exploration of the theme: Mathematical Tasks and the Student.
Proceedings of the Eighth Congress of the European Society for Research in Mathematics Education , 2013
This paper presents how two student teachers struggle to find an explicit formula for the general... more This paper presents how two student teachers struggle to find an explicit formula for the general member of a sequence mapped from a shape pattern which they have successfully generalised in terms of a recursive formula. The paper shows how the milieu for algebraic generalisation in the observed episode is constrained in two senses: first, by the design of the task; second, by the teacher educator's intervention which presupposes prior knowledge that the student teachers do not have. It is indicated how manipulations on the geometrical configurations might enhance the milieu for algebraic generalisation of shape patterns and provide a link between recursive and explicit formulae.
Task design in mathematics education: Proceedings of ICMI Study 22, 2013
This paper presents how the milieu for students' engagement with an algebraic generalisation task... more This paper presents how the milieu for students' engagement with an algebraic generalisation task is constrained by two factors: first, by the task design; second, by the students' unawareness of the nature of a mathematical statement, combined with the teacher's use of a generic example without the students' awareness of it.
Proceedings of the 37th Conference of the International Group for the Psychology of Mathematics Education, 2013
Nordic Research in Mathematics Education, 2009
This paper presents an analysis of an observation of student teachers' small-group work on a gene... more This paper presents an analysis of an observation of student teachers' small-group work on a generalization problem in algebra. I begin my analysis by looking at the student teachers' attention to the teacher educator's thinking, at the cost of their own interpretation of the problem. Further analysis deals with the difficulties in changing representation from natural language to mathematical symbols. The analysis is based on Brousseau's theory of didactical situations in mathematics, and a semiotic approach to the problem of algebraic reference, informed by Radford.
Relating practice and research in mathematics education. Proceedings of NORMA 05, 2007
Relating practice and research in mathematics education: Proceedings of NORMA 05, 2007
The object of this paper is to present the analysis of an observation of three student teachers' ... more The object of this paper is to present the analysis of an observation of three student teachers' collaborative work in a problem-solving context. Two episodes are presented which reveal incidents of specializing, generalizing, conjecturing, and convincing. I begin my analysis by looking at the student teachers' difficulties in changing representational system from natural language to formal language (using a symbolic notation including fractions and letters). Further analysis describes how reasoning processes involved are constrained by the didactical contract.
MATHEMATICS–THE FRENCH WAY, 2005
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Papers by Heidi Strømskag Måsøval