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LICR

The LICR research program addresses the persistent problem that ineffective rote learning by imitation dominates in mathematics classrooms. The purpose is to study if, how and under what conditions tasks and teaching designed to enhance students’ own reasoning may lead to more efficient learning.

A suggestion for a solution to the rote learning problem is proposed by Brousseau's Theory of Didactical Situations, claiming that learning is more efficient if students construct their own task solutions instead of imitating given solution procedures. The LICR program (presently, 2015) consists of some 15 more or less closely related research studies of different relations between 1) task properties, 2) teacher-student interaction, 3) students' task solving reasoning and 4) learning outcomes. It builds on results of several studies found in the research literature, showing how suitable teaching can support students' higher-order thinking but also that such teaching is more difficult than the commonly found teaching by providing solution templates. The results so far within the LICR project show repeatedly that learning by construction of solutions is more effective than learning by imitation of solutions.

Contact person

Participants from UMERC

Sharmin Söderström
Research student
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Tomas Bergqvist
Associate professor, research fellow
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Carina Granberg
Associate professor, research fellow
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Mathias Norqvist
Other position, associate professor, research fellow
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Björn Palmberg
Associate professor, research fellow
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Anna Ida Säfström
Associate professor, research fellow
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Participants outside UMERC

Lars Nyberg
Professor, other position
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Tony Qwillbard
Project assistant
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Yvonne Liljekvist, researcher,
Department of Mathematics and Computer Science, Karlstad University
Jan Olsson, researcher,
Division of Physics and Mathematics/Natural Science with Didactics, Mälardalen University
Hendrik van Steenbrugge, researcher,
Division of Physics and Mathematics/Natural Science with Didactics, Mälardalen University