Forskarpresentation
Iiris Attorps
Professor i matematikdidaktik, Docent vid Helsingfors universitet
Forskningsämne: Matematik
E-post: iiris.attorps@hig.se
Telefon: 026-64 87 86
Mobil: 073-823 01 02
AKTUELL FORSKNING
Vid Högskolan i Gävle bedrivs sedan 2006 praxisnära forskning i matematikdidaktik från perspektivet förskola till högskola. Vår forskning kan beskrivas som en form av aktionsforskning, som tar sin utgångspunkt i den praktiska verksamheten.
Aktionsforskning kan ses som ett sätt att få kunskap om sin egen praktik och därigenom förutsättningar för att förändra densamma. Vår forskning har fokus på lärandesvårigheter i matematik speciellt kopplade till matematisk begreppsbildning och begreppsdefinition. Vi är också intresserade av att utveckla matematikundervisning med hjälp av olika pedagogiska verktyg och modeller.
"Learning Studies – Praxisnära forskning i matematik" vid Högskolan i Gävle är en forskningsmiljö som samordnar de flesta av de forskare, adjunkter och yrkesverksamma lärare som bedriver forskning inom vårt forskningsfält. För närvarande har vi tre aktiva forskare och en forskarstuderande i matematikdidaktik i vår grupp.
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Artiklar
Vetenskapliga artiklar, refereegranskade
Asami-Johansson, Y., Attorps, I. & Winsløw, C. (2020). Comparing mathematics education lessons for primary school teachers : case studies from Japan, Finland and Sweden. International Journal of Mathematical Education in Science and Technology, 51 (5), 688-712. 10.1080/0020739X.2019.1614688
[Mer information]
Kellner, E. & Attorps, I. (2020). The school–university intersection as a professional learning arena: evaluation of a two-year action research project. Teacher Development, 24 (3), 366-383. 10.1080/13664530.2020.1773522
[Mer information]
Asami-Johansson, Y. & Attorps, I. (2019). Japanese and Swedish Mathematics Teacher Educators’ Pedagogical Content Knowledge : An Institutional Perspective. Educaçao Matemática Pesquissa, 21 (4), 157-170. 10.23925/1983-3156.2019v21i4p157-170
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Attorps, I. & Kellner, E. (2017). School-University Action Research : Impacts on Teaching Practices and Pupil Learning. International Journal of Science and Mathematics Education, 15 (2), 313-330. 10.1007/s10763-015-9686-6
[Mer information]
Attorps, I., Björk, K. & Radic, M. (2016). Generating the patterns of variation with GeoGebra : the case of polynomial approximations. International Journal of Mathematical Education in Science and Technology, 47 (1), 45-57. 10.1080/0020739X.2015.1046961
[Mer information]
Attorps, I., Hector, S. & Radić, M. (2015). Creating the patterns of variation with GeoGebra when teaching derivative graphs for first year engineering students. International Journal of Engineering Education, 31 (6), 1605-1612.
[Mer information]
Kellner, E. & Attorps, I. (2015). Primary school teachers' concerns and needs in biology and mathematics teaching. NorDiNa : Nordic Studies in Science Education, 11 (3), 282-292.
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[Mer information]
Attorps, I., Björk, K., Radic, M. & Tossavainen, T. (2013). Varied ways to teach the definite integral concept. International Electronic Journal of Mathematics Education, 8 (2-3), 81-99.
[Mer information]
Tossavainen, T., Attorps, I. & Väisänen, P. (2012). Some South African mathematics teachers' concept images of the equation concept. African Journal of Research in Mathematics, Science and Technology Education, 16 (3), 376-389.
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Tossavainen, T., Attorps, I. & Väisänen, P. (2011). On mathematics students' understanding of the equation concept. Far East Journal of Mathematical Education, 6 (2), 127-147.
[Mer information]
Kellner, E., Gullberg, A., Attorps, I., Thorén, I. & Tärneberg, R. (2011). Prospective teachers' initial conceptions about pupils difficulties in science and mathematics : a potential resource in teacher education. International Journal of Science and Mathematics Education, 9 (4), 843-866. 10.1007/s10763-010-9232-5
[Mer information]
Viirman, O., Attorps, I. & Tossavainen, T. (2010). Different views - some Swedish mathematics students' concept images of the function concept. Nordisk matematikkdidaktikk, 15 (4), 5-24.
[Mer information]
Gullberg, A., Kellner, E., Attorps, I., Thorén, I. & Tärneberg, R. (2008). Prospective teachers’ initial conceptions about pupils’ understanding of science and mathematics. European Journal of Teacher Education, 31 (3), 257-278. 10.1080/02619760802208429
[Mer information]
Vetenskapliga artiklar, ej refereegranskade
Bäckman, K. & Attorps, I. (2012). Teaching Mathematics in the Pre-school Context. Journal of US-China Education Review B, 1-16.
[Mer information]
Attorps, I. & Johansson, E. (2008). Area och omkrets i förskoleklass. Nämnaren, 35 (1), 34-36.
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Övriga artiklar (populärvetenskap, debatt etc.)
Attorps, I. & Kellner, E. (2021). Ett helhetsgrepp för likvärdig skola. Nämnaren : tidskrift för matematikundervisning (3), 35-39.
[Mer information]
Kellner, E. & Attorps, I. (2014). Kollegialt lärande om progression i biologi- och matematikundervisning. Nämnaren : tidskrift för matematikundervisning, 41 (4), 3-8.
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Böcker
Attorps, I. & Kellner, E. (red.) (2008). Conceptions and beliefs in mathematics and science education including MAVI XIII. Gävle: University of Gävle. 97 s.
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Doktorsavhandling
Attorps, I. (2006). Mathematics teachers' conceptions about equations. Diss. , 2006. Helsinki: University of Helsinki. 233 s. (Research report / University of Helsinki, Department of Applied Sciences of Education 266)
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Kapitel i böcker
Kellner, E. & Attorps, I. (2016). Kollegialt lärande : aktionsforskning i biologi- och matematikundervisning. Ämnesdidaktiska utmaningar - inom matematik, naturvetenskap och teknik. Gävle: Gävle University Press. S. 61-74.
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Attorps, I. & Radic, M. (2016). Variationsteoretiskt perspektiv på matematikundervisningen. Ämnesdidaktiska utmaningar - inom matematik, naturvetenskap och teknik. Gävle: Gävle University Press. S. 15-26.
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Gullberg, A., Kellner, E., Attorps, I., Thorén, I. & Tärneberg, R. (2007). Lärarstudenters uppfattning om elevers begrepp om gas. Resultatdialog 2007 : forskning inom utbildningsvetenskap. Stockholm: Stockholm. S. 52-58.
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[Mer information]
Gullberg, A., Kellner, E., Attorps, I., Thorén, I. & Tärneberg, R. (2007). Lärarstudenters uppfattning om elevers begrepp om gas. Ämnesdidaktik ur ett nationellt och internationellt perspektiv : rapport från Rikskonferensen i ämnesdidaktik 2006. Kristianstad: Kristianstad University Press. S. 133-142.
[Mer information]
Attorps, I. (2007). Mathematics teachers' conceptions about concept learning in algebra. Current state of research on mathematical beliefs XII : proceedings of the MAVI-7 [i.e. MAVI-12] Workshop, May 25-28, 2006. Helsinki: University of Helsinki.
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Konferensbidrag
Asami-Johansson, Y., Attorps, I. & Laine, A. (2017). Comparing the practices of primary school mathematics teacher education Case studies from Japan, Finland and Sweden. PROCEEDINGS OF THE TENTH CONGRESS OF THE EUROPEAN SOCIETY FOR RESEARCH IN MATHEMATICS EDUCATION (CERME10). Dublin. S. 1602-1609.
[Mer information]
Asami-Johansson, Y. & Attorps, I. (2015). Applying the structured problem solving in teacher education in Japan - A case study. PROCEEDINGS OF THE NINTH CONFERENCE OF THE EUROPEAN SOCIETY FOR RESEARCH IN MATHEMATICS EDUCATION (CERME9): CHARLES UNIV, FAC EDUC. S. 2741-2747.
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Attorps, I., Nordlander, E. & Nordström, G. (2013). MST education in Swedish preschool. .
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Attorps, I., Nordlander, E. & Nordström, G. (2013). MST-utbildning i den svenska förskolan. .
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Attorps, I., Björk, K., Radic, M. & Viirman, O. (2013). Teaching Inverse Functions at Tertiary level. CERME 8 : <em></em>Proceedings of the Eight Congress of the European Society for Research in Mathematics Education. Antalya: Middle East Technical University. S. 2524-2533.
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Attorps, I., Björk, K., Lingefjärd, T. & Radic, M. (2012). Application of Variation Theory in Teaching and Learning of Taylor Polynomials with GeoGebra. Proceedings of the 12th International Congress on Mathematics Education. Seoul. Korea. Seoul. Korea. S. 3479-3488.
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Attorps, I., Björk, K. & Radic, M. (2011). The use of mathematics software in university mathematics teaching. The proceedings of the Seventh Congress of the European Society for Research in Mathematics education. Poland. University of Rzeszow.. S. 2188-2197.
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Attorps, I. & Tossavainen, T. (2010). Erfarenheter av ”Learning Studies” som ett pedagogiskt verktyg i skola och högskola. Toisensa kohtaavat ainedidaktiikat [Möte med ämnesdidaktik]. Tampere: Juvenes Print. S. 25-33.
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Attorps, I., Björk, K. & Radic, M. (2010). Improving undergraduate mathematics teaching. The proceedings of MADIF7; The 7th Swedish Mathematics Education Research Seminar, Stockholm, January 26-27, 2010..
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Attorps, I., Björk, K., Radic, M. & Tossavainen, T. (2010). The Learning Study Model and the Teaching of the Definite Integral Concept. <em></em>Reports and Studies in Education, Humanities, and Theology. Joensuu: University of Eastern Finland. S. 77-86.
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Perkkilä, P., Aarnos, E. & Attorps, I. (2009). Finnish and Swedish children’s spontaneous mathematical expressions inspired by pictures. The Proceedings of the conference MAVI-15. Ongoing research on beliefs in mathematics education.. S. 131-137.
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Attorps, I. & Tossavainen, T. (2009). Is there always truth in equation?. Nordic Research in Mathematics Education. Proceedings from NORMA 08. Rotterdam: Sense Publishers. S. 143-149.
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Attorps, I. & Tossavainen, T. (2009). On the equivalence relation in the students' concept image of equation. Perspectives on Mathematical Knowledge : Proceedings of MADIF6, The 6th Swedish Mathematics Education Research Seminar Stockholm, January 29-30, 2008. Linköping: LiU-Tryck. S. 118-119.
[Mer information]
Attorps, I. (2009). Ongoing research in mathematics education in school context. Perspectives on mathematical knowledge : proceedings of MADIF 6 : the 6th Swedish Mathematics Education Research Seminar, Stockholm, January 29-30, 2008. Linköping: LiU-Tryck. S. 116-117.
[Mer information]
Attorps, I. (2007). Concept definition and concept image : in the case of equations. Ämnesdidaktik ur ett nationellt och internationellt perspektiv : rapport från Rikskonferensen i ämnesdidaktik. Kristianstad: Kristianstad University Press. S. 89-98.
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Attorps, I. & Tossavainen, T. (2007). Is there equality in equation?. European research in mathematics education 5 : proceedings of the Fifth Congress of the European Society for Research in Mathematics education : Larnaca, Cyprus 22- 26 February 2007.
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Kellner, E., Gullberg, A., Attorps, I., Thorén, I. & Tärneberg, R. (2007). Prospective teachers' initial conceptions of pupils' difficulties : holistic view of concepts in science and mathematics. ESERA 2007.
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Attorps, I. (2005). Secondary school teachers’ conceptions about algebra teaching. .
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Attorps, I. (2004). Secondary school teachers’ pedagogical content knowledge. Proceedings of the Annual Meeting of the International Group for the Psychology of Mathematics Education (PME). Volume 1. Norge: University College.
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Attorps, I. (2003). Teachers’ image of the "equation" concept. CERME 3: Third Conference of the European Society for Research in Mathematics education.
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Attorps, I. (2002). Teachers’ knowledge about the equation concept. International group for the psychology of mathematics education PME 26. S. 1-335.
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Rapporter
Attorps, I. (2005). Definitions and Problem Solving : Problem Solving in Mathematics Education Proceedings of the ProMath meeting June 30- July 2, 2004 in Lahti, Finland. Helsinki: Yliopistopaino. 13 s. (Research Report 261)
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Thorén, I., Kellner, E., Gullberg, A. & Attorps, I. (2005). Developing transformative pedagogical content knowledge in science and mathematics teacher education. Stockholm: Swedish Council for the Renewal of Higher Education. 27 s.
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Attorps, I. (2003). Uppfattningar hos lärare av ekvationsbegreppet. Helsinki: Hakapaino. 15 s. (Tutkimuksia 241)
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Attorps, I. (2001). Matematikdidaktik för blivande 4-9-lärare. Uppsala: Universitetstryckeriet. 13 s. (HS-INSTITUTIONENS SKRIFTSERIE 5)
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