
Design Sprint Workshops – Exploring a Data-Based Method in Mathematics Education
References
- Bergman Ärlebäck, J. (2017).
Using a Models and Modeling Perspective (MMP) to frame and combine research, practice-and teachers’ professional development . In CERME10, Dublin, Ireland, 1-5 February, 2017. - Blei, D. M., Ng, A. Y., & Jordan, M. I. (2003). Latent Dirichlet Allocation. Journal of Machine Learning Research, 3, 993–1022.
- Boyd-Graber, J., Hu, Y., & Mimno, D. (2017). Applications of topic models. Foundations and Trends® in Information Retrieval, 11(2–3), 143–296. DOI: 10.1561/1500000030
- Bryk, A. S., Gomez, L. M., Grunow, A., & LeMahieu, P. G. (2015). Learning to improve: How America’s schools can get better at getting better. Cambridge, MA: Harvard Education Press.
- Creswell, J. W. (2002). Educational research: Planning, conducting, and evaluating quantitative (Vol. 7). Saddle River: Prentice Hall Upper, NJ.
- Dirckinck-Holmfeld, L., Ipsen, B. J., Tamborg, A. L., Dreyøe, J., Allsopp, B. B., & Misfeldt, M. (2019). Modes of Teacher Participation in the Digitalization of School. Designs for Learning, 11(1), 63–71. DOI: 10.16993/dfl.109
- Dreyfus, T. (1994). The role of cognitive tools in mathematics education (R. Biehler, R. W. Scholz, R. Strässer, & B. Winkelmann, Eds.; pp. 201–211). Kluwer Academic Publishers.
- Dreyøe, J. (2019). Addressing the problem of digital tools with digital methods. 2697. CERME 11.
- Duffy, K., Blair, V., Colthart, I., & Whyte, L. (2014). Role development: barriers, enablers and the function of a national organisation. Nursing Management, 21, 31–37. DOI: 10.7748/nm.21.3.31.e1218
- Greenway, K., Butt, G., & Walthall, H. (2019). What is a theory-practice gap? An exploration of the concept. Nurse Education in Practice, 34, 1–6. DOI: 10.1016/j.nepr.2018.10.005
- Haigh, C. (2009). Editorial: Embracing the theory/practice gap. Journal of Clinical Nursing, 18, 1–2. DOI: 10.1111/j.1365-2702.2008.02325.x
- Hattie, J. (2008).
Visible learning: A synthesis of over 800 meta-analyses relating to achievement . Routledge. - Herfort, J. D., Tamborg, A. L., Meier, F. M., Allsopp, B. B., & Misfeldt, M. (in revision). 20 years of research on technology in mathematics education at CERME—a literature review based on a data science approach. Educational Studies in Mathematics.
- Jankvist, U. T., Aguilar, M. S., ârlebäck, J. B., & Wæge, K. (2017).
Introduction to the papers of TWG23: Implementation of research findings in mathematics education . T. Dooley & G. Gueudet (Eds.), Proceedings of the Tenth Congress of the European Society for Research in Mathematics Education (CERME10, February 1–5, 2017) (pp. 2422–2429). DCU Institute of Education & ERME. - Jankvist, U. T., & Misfeldt, M. (2015). CAS-Induced Difficulties in Learning Mathematics? For the Learning of Mathematics, 35, 15–20.
- Jankvist, U. T., Misfeldt, M., & Marcussen, A. (2016). The didactical contract surrounding CAS when changing teachers in the classroom. REDIMAT – Journal of Research in Mathematics Education, 5, 263–286. DOI: 10.17583/redimat.2016.2013
- Jensen, T. E., Madsen, A. K., Misfeldt, M., Munk, A. K., & Tamborg, A. L. (2017).
Participatorisk Data Design: En ressource for Capacity Building . In H. K. Krogstrup (Ed.), Samskabelse og Capacity Building i den offentlige sektor (1 ed., pp. 171–195). Dansk Selskab for Statskundskab og Hans Reitzels forlag. - Kallio, J. (2022). The Problem-identification Process Prior to the Initiation of a Networked Improvement Community. Designs for Learning, 14(1), 58–71. DOI: 10.16993/dfl.186
- Kjällander, S. (2021).
Design workshops to develop a digital educator’s tool . In Designs for Research, Teaching and Learning (pp. 82–110). Routledge. DOI: 10.4324/9781003096498-6 - Knutsson, O., & Ramberg, R. (2018). Teachers’ Collaborative Pattern Language Design. Designs for Learning, 10(1), 1–17. DOI: 10.16993/dfl.76
- Koichu, B., & Pinto, A. (2019). Implementation through participation: Theoretical considerations and an illustrative case. In Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education (pp. 4413–4420).
- Kuzle, A. (2017, February). From theory through collaboration into practice: Designing a problem-solving curriculum for grade 6 students. In CERME 10.
- Kvale, S., & Brinkmann, S. (2015).
Interview: Det kvalitative forskningsinterview som håndværk . (3 ed.) Hans Reitzels Forlag. - Larsen, D. M., Hjelmborg, M., Lindhart, B., Dreyøe, J., Michelse, C., & Misfeldt, M. (2019).
Designing inquiry-based teaching at scale: central factors for implementation . In U. T. Jankvist, M. van den Heuvel-Panhuizen, & M. Veldhuis (Eds.), Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education (CERME11, February 6–10, 2019). Freudenthal Group & Freudenthal Institute, Utrecht University and ERME. - McGarr, O., O’Grady, E., & Guilfoyle, L. (2017). Exploring the theory-practice gap in initial teacher education: moving beyond questions of relevance to issues of power and authority. Journal of Education for Teaching, 43, 48–60. DOI: 10.1080/02607476.2017.1256040
- Munk, A. K., Tommaso, V., & Meunier, A. (2019). Data Sprints: A Collaborative Format in Digital Controversy Mapping (J. Vertesi & D. Ribes, Eds.; pp. 472–496). Princeton University Press. DOI: 10.17763/haer.74.3.e08k1276713824u5
- Nuthall, G. (2008). Relating Classroom Teaching to Student Learning: A Critical Analysis of Why Research Has Failed to Bridge the Theory-Practice Gap. Harvard Educational Review, 74, 273–306. DOI: 10.17763/haer.74.3.e08k1276713824u5
- O’Leary, N., Wattison, N., Edwards, T., & Bryan, K. (2015). Closing the Theory–Practice Gap: Physical Education Students’ Use of Jigsaw Learning in a Secondary School. European Physical Education Review, 21, 176–194. DOI: 10.1177/1356336X14555300
- Ørngreen, R., & Levinsen, K. (2017). Workshops as a research methodology. Electronic Journal of E-Learning, 15(1), 70–81.
- Philip, R., & Cameron, L. (2008).
Sharing and Reusing Learning Designs: Contextualising Enablers and Barriers . J. Luca & E. R. Weippl (Eds.), Proceedings of EdMedia + Innovate Learning 2008 (pp. 453–462). Association for the Advancement of Computing in Education (AACE). - Qvortrup, L., Egelund, N., & Nordahl, T. (2017). Resultater fra Kortlægningsundersøgelse for alle kommuner 2015: Billund, Fredericia, Frederikssund, Haderslev, Hedensted, Holbæk, Horsens, Kolding, Nordfyn, Roskilde, Svendborg, Thisted og Vesthimmerland kommuner. Aalborg: Aalborg UniversitetsforlagFULM: Forskningsinformeret udvikling af læringsmiljøer.
- Tamborg, A. L. (2021). Improving mathematics teaching via digital platforms? Implementation processes seen through the lens of instrumental genesis. ZDM - Zentralblatt für Didaktik der Mathematik, 53, 1059–1071. DOI: 10.1007/s11858-021-01282-x
- Tan, J. (2010). Grounded theory in practice: issues and discussion for new qualitative researchers. Journal of Documentation, 66, 93–112. DOI: 10.1108/00220411011016380
- Venturini, T., Munk, A. K., & Meunier, A. (2018). Data-Sprinting: A Public Approach to Digital Research (C. Lury, R. Fensham, P. Clough, A. Heller-Nicholas, S. Lammes, A. Last, M. Michael, & E. Uprichard, Eds.). Routledge.
- Wenger, E., McDermott, R. A., & Snyder, W. (2002).
Cultivating communities of practice: A guide to managing knowledge . Boston, MA: Harvard Business School Press.
DOI: https://doi.org/10.16993/dfl.190 | Journal eISSN: 2001-7480
Language: English
Page range: 31 - 43
Submitted on: Aug 30, 2021
Accepted on: Mar 22, 2023
Published on: Apr 13, 2023
Published by: Stockholm University Press
In partnership with: Paradigm Publishing Services
© 2023 Jonas Dreyøe Herfort, Andreas Lindenskov Tamborg, published by Stockholm University Press
This work is licensed under the Creative Commons Attribution 4.0 License.