Profiles

Karin Kihlblom Landtblom

Karin Kihlblom Landtblom

Forskarstuderande, adjunkt

Visa sidan på svenska
Works at Department of Mathematics and Science Education
Telephone 08-120 766 16
Email karin.landtblom@mnd.su.se
Visiting address Svante Arrheniusväg 20 A, E-huset, Arrheniuslab
Room P 420
Postal address Institutionen för matematikämnets och naturvetenskapsämnenas didaktik 106 91 Stockholm

Publications

A selection from Stockholm University publication database
  • 2012. Karin Kihlblom Landtblom, Kerstin Pettersson, Lisa Björklund Boistrup.

    IKT (informations- och kommunikationsteknologi) används i allt högre omfattning i undervisningen. Frågan är om och hur undervisningen förändras i och med detta. I denna studie har syftet varit att studera hur användningen av IKT inverkar på elevernas agerande i några olika aktiviteter i matematik, vissa utförda med stöd av IKT. Aktiviteterna har studerats utifrån hur eleverna har agerat samt hur de har kommunicerat i dessa aktiviteter. Situationerna har varit multimodala vilket gör att eleverna fått tillgång till olika representationer av funktioner, vilket utgör det matematiska innehållet för studien.

    Elevers agerande och kommunikation har dokumenterats i tre olika aktiviteter med videokamera. Datamaterialet har transkriberats och analyserats genom interaktionsanalys. Vid analysen har ett ramverk bestående av socialsemiotik och affordance använts.

    Resultaten visar att elever söker efter liknande sätt att agera oavsett om de använder IKT eller inte, framförallt att hitta vägar för att kontrollera sina svar. Resultaten visar även att eleverna använder olika semiotiska resurser i sin kommunikation samt att de tillgängliga representationerna påverkar valet av semiotisk resurs. Det är sällan som en talad mening ger hela budskapet, meningsutbyten sker i regel genom en interaktion mellan olika resurser. Videofilmning har varit en användbar metod för att dokumentera olika semiotiska resurser.

  • 2018. Karin Kihlblom Landtblom. Students' and Teachers' Values, Attitudes, Feelings and Beliefs in Mathematics Classrooms, 43-52

    This paper examines the conceptions of mean, median and mode expressed by prospective teachers. A constant comparative method was used to analyse responses to a questionnaire. The results identified prospective teachers to express procedural knowledge rather than conceptual knowledge. Their descriptions resonate with definitions of the averages, with very few comments on how to teach average and statistical literacy. The results of this research have implications to inform essential course content in teaching statistics on teacher education programmes in the future.

  • 2018. Karin Landtblom. Looking back, looking forward

    This paper presents analyses of seven popular Swedish textbooks for grades 4-6 examined for their presentation of statistics, focusing on average mode. Since textbooks in mathematics have great impact on both teaching and content in Swedish classrooms, it is of interest to examine both definitions and tasks. Tasks and definitions were analysed to identify quantitative or qualitative context. Tasks were also analysed whether they evoke procedural or conceptual knowledge. Findings suggest an excess of quantitative data in the context of the tasks and definitions, which may be a consequence of the ambiguity of vocabulary used. Findings also show an overwhelming focus on procedural knowledge and, in some cases, doubtful use of levels of measure in the tasks. These findings have implications for future understanding.

  • 2019. Karin Landtblom, Lovisa Sumpter. Journal of Adult Learning, Knowledge and Innovation

    In this paper, we explore prospective teachers and teachers’ conceptions about averages. The results show that when talking about which of the averages that is easiest and hardest to explain, respectively, the two groups differ in their responses. When teachers’ motivations most often are based on pedagogical explanations, the prospective teachers indicate conceptions based on personal experiences, often linked to procedures. When studying the conceptions about which of the averages that is most and least useful, the results indicate that there is no difference between the two groups. Mean is considered most useful, similar to what has been reported in previous studies, and mode is considered least useful by both groups. Few of the respondents recognize the mathematical properties of averages, particularly that “usefulness” is linked to which data that is in focus. The implications of the results are discussed.

Show all publications by Karin Kihlblom Landtblom at Stockholm University

Last updated: June 30, 2020

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