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  • 1.
    Ebbelind, Andreas
    et al.
    Linnaeus University.
    Segerby, Cecilia
    Malmö University.
    Systemic functional linguistics as a methodological tool in mathematics education2015In: Nordisk matematikkdidaktikk, NOMAD: [Nordic Studies in Mathematics Education], ISSN 1104-2176, ISSN 1104-2176, Vol. 20, no 1, p. 33-54Article in journal (Refereed)
    Abstract [en]

    The aim of this article is to illustrate how Systemic functional linguistics (SFL) can be used as methodological tool for analysing the meaning of texts from two different studies. An analysis using SFL provides insights into how different concepts of mathematical literacy operate in the text. SFL considers language to be a resource used for expressing meaning in specific contexts that accomplishes specific communication purposes. Therefore, SFL contains opportunities for highlighting different aspects of mathematics education which are of interest to researchers. In Sweden, the SFL approach has been used in other research areas but references to it in mathematics education research have been limited.

  • 2. Roosqvist, Å
    et al.
    Svensson, C
    Segerby, Cecilia
    Malmö University.
    Yrkesverksamma lärarstudenter resonerar om medelvärde2018Conference paper (Other academic)
  • 3.
    Segerby, Cecilia
    Malmö University.
    Läsundervisning i matematik2016In: Läsundervisningens grunder: elever 6-10 år / [ed] Tarja Alatalo, Lund: Gleerups Utbildning AB, 2016Chapter in book (Other academic)
  • 4.
    Segerby, Cecilia
    Malmö University.
    Reading strategies in mathematics: a Swedish example2014In: Proceedings of the 8th British Congress of Mathematics Education 2014, 2014, p. 311-318Conference paper (Refereed)
    Abstract [en]

    Recent research shows that the dominant practice in mathematics education in Sweden involves students working individually from a textbook. However, to read mathematical texts involves comprehending the global meaning from the page and this requires specific reading skills. In this study, the reading strategies of six 10-year old students, with different levels of mathematical achievement, are identified. The analysis is based on Palinscar and Brown’s reciprocal activities prediction, clarification and summarisation and Halliday’s Systemic Functional Linguistics (SFL). In this small study, high achieving students more often described that they used appropriate reading strategies.

  • 5.
    Segerby, Cecilia
    Malmö University.
    Supporting mathematical reasoning through reading and writing in mathematics: making the implicit explicit2017Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    In school mathematics, mathematical reasoning with an emphasis on language is considered an important competence. A student’s competence to reason in mathematics requires specific reading and writing skills, but suitable activities to support these skills are difficult to find. In this thesis, an Educational Design Research study has been conducted to support Grade 4 students’ reasoning competence when reading and writing texts in school mathematics. During a 15-week period, the reading comprehension strategies of prediction, clarification, questioning and summarization found in Palinscar and Brown’s Reciprocal Teaching model were implemented. To analyse what unfolded in the classroom and what comprised the everyday teaching and learning activities as well as what needed to change, a conceptual framework of coordinating theories and concepts from the Reciprocal Teaching model and Systematic Functional Linguistics was applied. The results from the intervention show that all four reading comprehension strategies in the Reciprocal Teaching model were essential, and the combination of them facilitated a change in the students’ mathematical reasoning. However, the strategies needed to be modified for school mathematics, and the teacher’s method of scaffolding became essential for further developing the students’ reasoning competence.

  • 6.
    Segerby, Cecilia
    Malmö University.
    Textbooks and logbooks in mathematics2013In: Proceedings of the eight Congress of the European Society for Research in Mathematics Education, 2013, p. 1640-1641Conference paper (Refereed)
  • 7.
    Segerby, Cecilia
    Malmö University.
    Writing in mathematics lessons in Sweden2016In: Proceedings of the Ninth Congress of the European Society for Research in Mathematics Education, Prague: Czech Republic, 2016, p. 1490-1496Conference paper (Refereed)
  • 8.
    Segerby, Cecilia
    et al.
    Malmö University.
    Chronaki, Anna
    Malmö University.
    Feenstra, Janet
    Malmö University.
    Primary students’ participation in mathematical reasoning: coordinating reciprocal teaching and systemic functional linguistics to support reasoning in the Swedish context2018In: EDeR - Educational Design Research, Vol. 2, no 1, p. 1-32Article in journal (Refereed)
    Abstract [en]

    The practice of reasoning has been regarded as core element for developing mathematical arguments. However, curricula reforms have only recently focused on reasoning as an essen- tial part of mathematics education. In Sweden, the emphasis on systematically developing reasoning competences began in 1994 and became even more explicitly focused in the 2011 mathematics curricula reform documents. However, many stu- dies, including our own, show that students and teachers face difficulties in conceiving what reasoning might mean and also how its growth can be supported in the everyday mathematics classroom setting. Through a collaborative intervention study, the present paper explores how the coordination amongst the basic tenets of Reciprocal Teaching and Systemic Functional Lin- guistics perspectives could potentially create a pedagogic design for Grade 4 students’ reasoning in specific mathematical tasks.

  • 9.
    Östlund, Daniel
    et al.
    Kristianstad University, Faculty of Education, Forskningsmiljön Forskning Relationell Pedagogik (FoRP). Kristianstad University, Faculty of Education, Avdelningen för utbildningsvetenskap inriktning grundskola, gymnasium och specialpedagogik.
    Andersson, Helena
    Kristianstad University, Faculty of Education, Forskningsmiljön Forskning Relationell Pedagogik (FoRP). Kristianstad University, Faculty of Education, Avdelningen för utbildningsvetenskap inriktning grundskola, gymnasium och specialpedagogik.
    Segerby, Cecilia
    Kristianstad University, Faculty of Education, Avdelningen för utbildningsvetenskap inriktning grundskola, gymnasium och specialpedagogik. Kristianstad University, Faculty of Education, Forskningsmiljön Forskning Relationell Pedagogik (FoRP).
    Rubin, Maria
    Kristianstad University, Faculty of Education, Forskningsmiljön Forskning Relationell Pedagogik (FoRP). Kristianstad University, Faculty of Education, Avdelningen för utbildningsvetenskap inriktning grundskola, gymnasium och specialpedagogik.
    Utveckling av inkluderande lärmiljöer på en F-6 skola2019In: Samverkan för inkludering: som möjlighet och utmaning, 2019Conference paper (Refereed)
    Abstract [sv]

    Det övergripande syftet med projektet är att etablera ett samarbete, mellan högskola och en F-6 skola där grundsärskolan är integrerad. Fokus i projektet utgår från skolans önskan om att utveckla en inkluderande praxis på denna F-6 skola. Utgångspunkt tas därmed i styrdokumentens grundprincip (SFS 2010:801; Skolverket, 2011a; Skolverket, 2011b) om att ge förutsättningar för att alla elever ska kunna utvecklas så långt som möjligt. Det finns i dagsläget få empiriska studier och begränsad kunskap för att stödja en inkluderande praxis (Florian, 2014; Göransson & Nilholm, 2014; Haug, 2017). Samtidigt efterfrågas empiriska studier i undervisningspraxis där strategier implementeras gällande inkludering (Florian & Black-Hawkins, 2010). Projektet involverar fyra forskare från högskolan, Daniel Östlund, Maria Rubin och Helena Andersson och Cecilia Segerby. Våra kompetenser kompletterar olika infallsvinklar för att utveckla inkluderande lärmiljöer i och med praktiken. Genom Daniel Östlund fokuseras grundsärskolans utmaningar, genom Maria Rubin inkludering i relation till språkliga utmaningar och förutsättningar i undervisningen särskilt i relation till flerspråkiga elever. Cecilia Segerbys medverkan omfattas av ingångar och utmaningar som är kopplade till matematik och matematiksvårigheter. Helena Andersson har med sin specialpedagogiska bakgrund särskilt fokus på skolutveckling och övergripande frågor rörande inkludering och utveckling av inkluderande lärmiljöer Projektet är i uppstartsfasen. Vår presentation syftar därför till att diskutera frågeställningar och metodologiska överväganden.

    Referens Florian, L. (2014). What counts as evidence of inclusive education? European Journal of Special Needs Education, 29(3), 286-294.

    Florian, L., & Black-Hawkins, K. (2010). Exploring inclusive pedagogy. British Educational Research Journal, 37(5), 813-828. doi:http://dx.doi.org/10.1080/01411926.2010.501096

    Göransson, K. & Nilholm, C. (2014). Conceptual diversities and empirical shortcomings - a critical analysis of research on inclusive education. European Journal of Special Needs Education, 29(3), 265-280.

    Haug, P. (2017). Understanding inclusive education: ideals and reality. Scandinavian Journal of Disability Research, 19(3), 206-217.

    SFS 2010: 800. Den nya skollagen – för kunskap, valfrihet och trygghet. Stockholm: Allmänna Förlaget.

    Skolverket. (2011a). Läroplan för grundskolan, förskoleklassen och fritidshemmet. Stockholm: Fritzes. Skolverket.

    (2011b). Läroplan för grundsärskolan. Stockholm: Fritzes.

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