A selection from Stockholm University publication database

• Matematik i PISA 2018

  2019. Samuel Sollerman, Mattias Winnberg.

  Report

  Denna rapport beskriver ramverket för matematik i PISA och ger en bakgrund till resultaten. I rapporten redogörs för de matematikkunskaper som avses att prövas i PISA-undersökningen som genomfördes år 2018. Rapporten innehåller även beskrivningar och diskussioner om planerade förändringar i PISA. Med utgångspunkt i den kommande PISA-studien (PISA 2021) diskuteras innehåll i matematiken, presenteras exempel på hur uppgifter kan komma att se ut samt hur förändringar i matematikinnehåll förhåller sig till den svenska skolans styrdokument.

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• Agens i matematikundervisning

  2014. Mattias Winnberg.

  The purpose of this study is to investigate how power is distributed in the mathematics classroom and how students achieve agency when ICT (Information and communication technology) is used as a teaching tool. Three learning situations, structured by mathematics, are analysed: in the first situation mathematics is taught in a traditional way, in the second mathematics is taught in interdisciplinary projects, and in the third mathematics is taught using ICT as a pedagogical tool. The theoretical concepts of power and agency are used as analytical tools within a socio-political framework. The concept of power is used to assess the students’ ability to influence their learning and degree of inclusion in the three learning situations. The power aspect is assumed to influence the students’ ability to achieve agency. Based on an ecological understanding of the concept, agency is examined by assessing the quality of students’ engagement in the learning situations. Also, the degree to which the students are in control of their actions is assessed. Data was collected through participant observation, questionnaires and in-depth interviews. Linguistic text analysis was used as a tool to analyse the transcripts from the interviews. The results suggest that students can achieve agency in situations where ICT is used as a pedagogical tool to enable collaboration between students. However, ICT can also distract students, which in turn can limit their achievement of agency. Furthermore, it is suggested that the results may have implications for our understanding of the concepts of power and agency in relation to ICT in a wider social context beyond the classroom. Finally, it is proposed that the question of how the distribution of power and agency influence learning when ICT is used in the mathematics classroom should be subject to further research.

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• Analysis of digital assessment in mathematics through the lens of connectivity

  2022. Mattias Winnberg. Proceedings from the 12th Congress of the European Society for Research in Mathematics Education (CERME12), 2022

  Conference

  The focus of this paper is to investigate the framework of connectivity in relation to analyses of summative digital assessment in mathematics. As an example, two digital items in mathematics are analyzed according to the framework of connectivity. The results imply that the framework, along with some instrumental adaptations, can be used to guide item analysis. In future, the framework could likely guide analyses of digital national tests in mathematics. A suggestion is to broaden the scope of this research to a macro level, which might focus on assessment platforms, and possible connections to other digital resources.

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• An instrumental approach on students’ work with digital items in mathematics

  2022. Mattias Vinnberg.

  Conference

  This poster proposal presents an early-stage research study investigating students work on innovative spreadsheet items from an instrumental approach. This theoretical lens scrutinizes the interrelations between technology and mathematical thinking. The overall research aim is to shed light on important factors that need to be taken into account whenever similar items in mathematics are applied in summative digital assessment, in this case the Swedish national tests in mathematics for Grade 9. The purpose of this study is to examine students’ instrumented techniques, along with instrumented action schemes in the process of digital genesis. The research is framed by technical problems, students’ described opportunities and constraints, and also how this relates to their conceptual understanding. One of the arguments of digital assessment in mathematics is construct broadening. At the same time, it is crucial that tests assess mathematical competencies, and do not introduce construct-irrelevant variance. In this context the tests need to emphasize the intended mathematics and not computer skills. The importance of studying students work with digital items is thus based on validity concerns. The presented study pinpoints such concerns related to instrumental techniques applied (or not applied) by students when solving items with a spreadsheet component. 

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• The use of spreadsheet tools in assessment: an instrumented technique perspective

  2025. Mattias Winnberg. Nordisk matematikkdidaktikk, NOMAD 30 (1), 83-102

  Article

  A challenge in computer-based assessment, especially when introducing specific digital tools, is balancing mathematics assessment with students’ computer skills. This exploratory qualitative study aims to investigate aspects of student-tool-interac-tion, essential to consider when designing digital tools for assessment. Eight 15-year-old students worked in pairs with three digital test items employing interactive spreadsheet tools, followed by semi-structured interviews. The combined analysis of observations of students’ interactions with the items and the interviews indicates dif-ficulties in using basic spreadsheet functions – despite their conceptual understand-ing of the tools. The main implications of the findings emphasize the importance of integrating digital tools into learning situations before assessment, and not taking basic tool-related techniques for granted.

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• Digitalisation of national tests in Sweden possibilities and challenges

  2021. Samuel Sollerman, Mattias Winnberg. Proceedings of SNU Mathematics Education Webinar Series, 74-82

  Conference

  The transition from paper-based to digital national tests in Sweden creates a unique set of opportunities and challenges. For many students, ranging from year three of compulsory school to upper secondary school, the Swedish national tests are compulsory, and furthermore important in the Swedish context. The high-stakes tests are assessed by the teachers and the result is used as a component of grading. In this kind of transition, it is key to preserve aspects of validity, fairness and reliability of the tests, and also try to enhance them. The authors belong to a research and test development group at Stockholm University. In this text we give examples of possibilities and challenges in the transition towards digital national tests. The group, PRIM, is responsible for development and research of national tests in mathematics in Sweden. As test developers we recognize several possibilities of transitioning to digital tests. For example, the inclusion of complex dynamic items in order to assess new cognitive performances. Thereby, there is an opportunity for a broader construct to be assessed. Along with this, we face several challenges connected to limitations within the test platform, students ́experiences with digital assessments and the students ́opportunities to present their mathematical reasoning.

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Show all publications by Mattias Winnberg at Stockholm University