Skip to main content
Have a personal or library account? Click to login
Design Sprint Workshops – Exploring a Data-Based Method in Mathematics Education Cover

Design Sprint Workshops – Exploring a Data-Based Method in Mathematics Education

Open Access
|Apr 2023

References

  1. 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.
  2. Blei, D. M., Ng, A. Y., & Jordan, M. I. (2003). Latent Dirichlet Allocation. Journal of Machine Learning Research, 3, 9931022.
  3. Boyd-Graber, J., Hu, Y., & Mimno, D. (2017). Applications of topic models. Foundations and Trends® in Information Retrieval, 11(2–3), 143296. DOI: 10.1561/1500000030
  4. 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.
  5. Creswell, J. W. (2002). Educational research: Planning, conducting, and evaluating quantitative (Vol. 7). Saddle River: Prentice Hall Upper, NJ.
  6. 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), 6371. DOI: 10.16993/dfl.109
  7. Dreyfus, T. (1994). The role of cognitive tools in mathematics education (R. Biehler, R. W. Scholz, R. Strässer, & B. Winkelmann, Eds.; pp. 201211). Kluwer Academic Publishers.
  8. Dreyøe, J. (2019). Addressing the problem of digital tools with digital methods. 2697. CERME 11.
  9. Duffy, K., Blair, V., Colthart, I., & Whyte, L. (2014). Role development: barriers, enablers and the function of a national organisation. Nursing Management, 21, 3137. DOI: 10.7748/nm.21.3.31.e1218
  10. Greenway, K., Butt, G., & Walthall, H. (2019). What is a theory-practice gap? An exploration of the concept. Nurse Education in Practice, 34, 16. DOI: 10.1016/j.nepr.2018.10.005
  11. Haigh, C. (2009). Editorial: Embracing the theory/practice gap. Journal of Clinical Nursing, 18, 12. DOI: 10.1111/j.1365-2702.2008.02325.x
  12. Hattie, J. (2008). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge.
  13. 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.
  14. 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. 24222429). DCU Institute of Education & ERME.
  15. Jankvist, U. T., & Misfeldt, M. (2015). CAS-Induced Difficulties in Learning Mathematics? For the Learning of Mathematics, 35, 1520.
  16. 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, 263286. DOI: 10.17583/redimat.2016.2013
  17. 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. 171195). Dansk Selskab for Statskundskab og Hans Reitzels forlag.
  18. Kallio, J. (2022). The Problem-identification Process Prior to the Initiation of a Networked Improvement Community. Designs for Learning, 14(1), 5871. DOI: 10.16993/dfl.186
  19. Kjällander, S. (2021). Design workshops to develop a digital educator’s tool. In Designs for Research, Teaching and Learning (pp. 82110). Routledge. DOI: 10.4324/9781003096498-6
  20. Knutsson, O., & Ramberg, R. (2018). Teachers’ Collaborative Pattern Language Design. Designs for Learning, 10(1), 117. DOI: 10.16993/dfl.76
  21. 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. 44134420).
  22. Kuzle, A. (2017, February). From theory through collaboration into practice: Designing a problem-solving curriculum for grade 6 students. In CERME 10.
  23. Kvale, S., & Brinkmann, S. (2015). Interview: Det kvalitative forskningsinterview som håndværk. (3 ed.) Hans Reitzels Forlag.
  24. 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.
  25. 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, 4860. DOI: 10.1080/02607476.2017.1256040
  26. Munk, A. K., Tommaso, V., & Meunier, A. (2019). Data Sprints: A Collaborative Format in Digital Controversy Mapping (J. Vertesi & D. Ribes, Eds.; pp. 472496). Princeton University Press. DOI: 10.17763/haer.74.3.e08k1276713824u5
  27. 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, 273306. DOI: 10.17763/haer.74.3.e08k1276713824u5
  28. 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, 176194. DOI: 10.1177/1356336X14555300
  29. Ørngreen, R., & Levinsen, K. (2017). Workshops as a research methodology. Electronic Journal of E-Learning, 15(1), 7081.
  30. 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. 453462). Association for the Advancement of Computing in Education (AACE).
  31. 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.
  32. 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, 10591071. DOI: 10.1007/s11858-021-01282-x
  33. Tan, J. (2010). Grounded theory in practice: issues and discussion for new qualitative researchers. Journal of Documentation, 66, 93112. DOI: 10.1108/00220411011016380
  34. 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.
  35. 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.