Blar i forfatter "Manshadi, Saeed"

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    • Communicating mathematics 

      Manshadi, Saeed (Journal article; Tidsskriftartikkel; Peer reviewed, 2022)
      This article presents a case study of communication in mathematics in a seventh-grade classroom of a Norwegian primary school. The main aim of this study is to investigate characteristics of student communication in mathematics in the context of their realities. Video recordings of conversations were analyzed using a framework of various speech acts and interaction patterns that may indicate students` ...

    • Digital tools and meaning making in mathematics 

      Manshadi, Saeed (Conference object; Konferansebidrag, 2016-11-07)
      This presentation is based upon a school-initiated project: with open doors to the world - A pilot on the use of technology in education at school. The project is interdisciplinary and involves 1. – 4. grade at an elementary school in Northern Norway. Researchers from the Arctic University of Norway have collaborated closely with the participating teachers in the school. The research group represents ...

    • Meaning making in a sixth-grade mathematics classroom through touch screen technology 

      Manshadi, Saeed (Journal article; Tidsskriftartikkel; Peer reviewed, 2021-05-05)
      This paper presents a case study of two sixth-grade students’ use of an iPad as an instructional tool for mathematics. Based on their written and oral responses, we investigated and analyzed their meaning making process with mathematical content in a classroom where the iPad was a central tool for teaching practices. The analyses were based on Steinbring’s [(2005). The construction of new mathematical ...

    • The three-factor model: A study of common features in students' attitudes towards studying and learning science and mathematics in the three countries of the North Calotte region 

      Tomperi, Päivi; Kvivesen, Mona; Manshadi, Saeed; Uteng, Stig; Ryzhkova, Inna; Shestova, Yulia; Lyash, Oleg; Lazareva, Irina; Lyash, Asya (Journal article; Tidsskriftartikkel; Peer reviewed, 2020-06-01)
      This study investigated common features of students' attitudes towards studying science and mathematics in comprehensive and secondary schools in three countries. Data were obtained by conducting a survey (N = 581) in Norway, Finland and Russia. A Confirmatory factor analysis (CFA) provided a model with a three-factor solution consisting of factors: the perception of the teacher, anxiety towards ...