Two DidMat start-up seminars
13:30 - ca. 14.30 : Ida Redder Honoré
Title:
Mathematical Well-Being: Teaching Arithmetic for Engagement and Confidence
Critical friend:
Professor Lene Møller Madsen
Abstract:
This start-up seminar presents my PhD project, which explores the concept of mathematical wellbeing in primary school. The project investigates students’ wellbeing in mathematics in Grade 4, with a particular focus on how the teaching of arithmetic can support students’ engagement and develop their academic confidence.
The study combines a comparative analysis of teaching practices in Denmark and Japan with a design-based research approach. Through didactical engineering and lesson study, the project develops and tests arithmetic teaching sequences that emphasize structured problem solving.
The theoretical framework is informed by the Anthropological Theory of the Didactic (ATD), which is used to conduct praxeological analyses of levels of co-determinacy alongside classroom observations. The project aims to contribute to a deeper understanding of how instructional design and teaching practices can foster mathematical wellbeing in the classroom.
15.00 - ca. 16.00: Peter Stege Havsager
Title:
Infrastructure for students' writing in primary school mathematics
Critical friend:
Professor Morten Misfeldt
Abstract:
This presentation introduces my PhD project which examines how structured approaches to mathematical writing can support student learning in Danish primary school mathematics followed by a discussion regarding the project.
While existing research demonstrates the benefits of writing for conceptual understanding, its systematic integration in early mathematics education remains underexplored, particularly in Denmark. Grounded in the anthropological theory of the didactic, the project investigates mathematical writing as part of both didactical and paradidactical infrastructures shaping students’ engagement with mathematics. Drawing on Japanese practices, including the use of student notebooks and bansho, writing is positioned as integral to teaching through problem-solving.
The study combines classroom observations, lesson study interventions, and quantitative pre-, mid-, and post-tests across experimental and control groups, complemented by qualitative analyses of classroom interaction and teacher collaboration.
The project aims to develop and evaluate a sustainable infrastructure for mathematical writing, contributing to both classroom practice and international research on mathematics education.
Critical Friend:
Professor Morten Misfeldt