The research interest in my PhD-project is two folded: 1) To explore the practice of newly graduated mathematics teachers, and 2) how meaning-making processes can be interconnected over different timescales when teaching mathematics.
Ansvarsområder
- PhD-stipendiat
- Pedagogisk praktisk utdanning (PPU) at University of South-Eastern Norway - Matematikk didaktikk emne 1, emne 2, emne 3.
- Supervisor master thesis, Grunnskolelærerutdanning (GLU) 1-7, 4-9 2021/2022/2023
Kompetanse
- Dialogues in mathematics classrooms
- Models for translating and implement research results to make research based descisions in teaching practice.
- Teaching mathematics and physics (from grade 10), with over 20 years experience teaching in Swedish upper secondary school.
- Supervision of research and development projects
Publikasjoner
Journal articles:
Perlander, A., & Sjøberg, M. H. (2023). Exploring sense-making processes to discover storylines about becoming a mathematics and science teacher in Norway. Journal of Mathematics and Culture, 17(4), 285–307.
Reports:
Perlander, A., (2019) Klassrumsdialoger i matematikundervisningen - Ett förbättringsarbete för undervisning på vetenskaplig grund, Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-13493
Financed by Gudrun Malmers Stiftelse
Conferences:
Project Presentation:
- Perlander, A. (2021). Interactions in mathematics classrooms over different timescales. In D. Kollosche (Ed.), Exploring new ways to connect: Proceedings of the Eleventh International Mathematics Education and Society Conference (Vol. 1, pp. 219–222). Tredition. https://doi.org/10.5281/zenodo.5392717
- Sjøberg, M. & Perlander, A. (2022) Science Student Teachers’ sense-making of Research and Development in a short post-master teacher education program. NERA conference June 1-3, 2022.
Poster presentation:
- Perlander, A (2022) Communicative projects about mathematical reasoning. Twelfth Congress of the European Society for Research in Mathematics Education (CERME12), Feb 2022, Bozen-Bolzano, Italy. ffhal-03746098f
https://hal.archives-ouvertes.fr/hal-03746098/document - Perlander, A. & Andersson, A. (2023). Exploring Dynamic Aspects of Teaching in Early-Career Teachers' Classrooms. In Lamberg & Moss (Eds). Proceedings of the forty-fifth annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (vol.1), p. 654 – 655
Oral presentations:
- Sjøberg, M. & Perlander, A. (2022) Science Student Teachers’ sense-making of Research and Development in a short post-master teacher education program. NERA conference June 1-3, 2022.
- Perlander, A. & Sjøberg, M. (2022) Student teachers’ sense-making of becoming teachers; Identifying storylines as sources for positionings. For MIM-conference, 8-10 November, 2022. Alta, Norway
- Perlander, A. (2022) Communicative projects about mathematical reasoning in a new teacher’s classroom. In C. Fernández, S. Llinares, A. Gutiérrez, & N. Planas (Eds.), Proceedings of the 45th Conference of the
International Group for the Psychology of Mathematics Education (Vol. 4, p. 272). PME.
https://www.igpme.org/publications/current-proceedings/ - Perlander, A. (2023, October, 18) Illustrating dynamic aspects of teaching. Øving på improvisert undervising i lærarutdanninga - ReTPros Digitale forskingskonferanse, Høgskulen på Vestlandet/Digital. https://www.hvl.no/forsking/konferanse/retpro/
- Perlander, A (accepted) Exploring how early-career mathematics teachers use an interactive/dialogic approach to communication. Forty-sixth annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (PME-NA 2024, November)