| 5461. |
- Attorps, Iiris
(författare)
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Teachers’ image of the "equation" concept
- 2003
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Ingår i: CERME 3: Third Conference of the European Society for Research in Mathematics education.
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Konferensbidrag (refereegranskat)abstract
- The purpose of this study is to analyse what kind of conceptions secondaryteachers in mathematics have of the equation concept and what kind of experiencesgave rise to their own concept learning. Ten secondary school teachers ofmathematics participated in the study. Data was gathered by interviews andquestionnaires. The ‘phenomenographic’ research method was applied ininterpreting the results of the investigation. The results indicate that the teachers’conceptions of the equation concept differ from the formal definition of the equationconcept. At school they spent most of their time developing procedural skills insteadof mathematical understanding.
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| 5462. |
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| 5463. |
- Attorps, Iiris, 1955-, et al.
(författare)
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The Learning Study Model and the Teaching of the Definite Integral Concept
- 2010
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Ingår i: <em></em>Reports and Studies in Education, Humanities, and Theology. - Joensuu : University of Eastern Finland. ; , s. 77-86
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Konferensbidrag (refereegranskat)abstract
- In recent years, there have been several studies in mathematics education basing on the variation theory and the model of Learning Study that involves co-operation between teachers and researchers in an iterative process. Most of these studies have focused on the teaching and learning of elementary school mathematics rather than topics in advanced mathematics. In this paper, we discuss some challenges and possibilities of the Learning Study model and the variation theory when developing the teaching of mathematics at advanced levels. More precisely, we report on a series of teaching experiments on the definite integral concept. The experiments were carried out at a Swedish university. The data of this study consists of the documents on the observation of three lectures and the students’ answers to pre and post tests. Both engineering and teacher students participated. In the analysis of the data, we applied statistical methods. Although the series consisted only of three lectures, it revealed that the students’ understanding about certain – but not necessarily all – aspects of the definite integral concept can be enhanced by using the Learning Study model.
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| 5464. |
- Attorps, Iiris, 1955-, et al.
(författare)
-
The use of mathematics software in university mathematics teaching
- 2011
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Ingår i: The proceedings of the Seventh Congress of the European Society for Research in Mathematics education. Poland. University of Rzeszow.. - 9788373386839 ; , s. 2188-2197
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Konferensbidrag (refereegranskat)abstract
- In this paper we report on a teaching experiment regarding the definite integral concept in university mathematics teaching. The experiment was carried out at a Swedish university by using the free dynamic mathematics software GeoGebra. In our theoretical framework we apply Variation Theory, originating in the phenomenographic research tradition. The data of this study consist of the lecture plan and the engineering students’ answers to pre and post tests. In the analysis of the data we applied statistical methods. The experiment revealed that by using GeoGebra it is possible to create learning opportunities of the definite integral concept that support the students’ learning.
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| 5465. |
- Attorps, Iiris
(författare)
-
Uppfattningar hos lärare av ekvationsbegreppet
- 2003
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- Syftet med min studie är att beskriva hur matematiklärare uppfattar begreppet ekvation. Min målsättning är också att undersöka lärarnas erfarenheter av ekvationsinlärning från grundskolan till universitetsnivån. Tio lärare från grundskolans högstadium har deltagit i undersökningen. Fem är nyutexaminerade lärare med mindre än ett års yrkeserfarenhet. Data i undersökningen samlades in genom enkäter och intervjuer. Undersökningsresultat analyserades genom fenomenografisk metod. Resultatet pekar på att lärarnas uppfattningar av ekvationsbegreppet avviker från den formella begreppsdefinitionen. De känner osäkerhet inför matematiska symboler, bokstavsuttryck och lösningsprocedurer. Deras skolerfarenheter visar att de har använt största delen av tiden till att utveckla algoritmiska färdigheter istället för matematisk förståelse.
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| 5466. |
- Attorps, Iiris, et al.
(författare)
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Variationsteoretiskt perspektiv på matematikundervisningen
- 2016. - 1
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Ingår i: Ämnesdidaktiska utmaningar - inom matematik, naturvetenskap och teknik. - Gävle : Gävle University Press. - 9789197489362 - 9789197489379 ; , s. 15-26
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 5467. |
- Attorps, Iiris, 1955-, et al.
(författare)
-
Varied ways to teach the definite integral concept
- 2013
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Ingår i: International Electronic Journal of Mathematics Education. - Turkey : Gökkuşağı Ltd. Şti., Turkey. - 1306-3030. ; 8:2-3, s. 81-99
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Tidskriftsartikel (refereegranskat)abstract
- In this paper, we report on a collaborative teaching experiment based on the Learning Study model (LS model) which grounds on the Variation Theory. Until today, most of such studies have focused on the teaching and learning of elementary school mathematics; ours was carried out in undergraduate mathematics education. In the following, we discuss how we managed to promote students’ conceptual learning by varying the treatment of the object of learning (the concept of definite integral and the Fundamental Theorem of Calculus) during three lectures on an introductory course in calculus. We also discuss the challenges and possibilities of the LS model and the Variation Theory in the development of the teaching of tertiary mathematics in general. The experiment was carried out at aSwedish university. The data of the study consists of the documents of the observation of three lectures and the students’ answers to the pre- and post-tests of each lesson. The analysis of learning results revealed some critical aspects of the definite integral concept and patterns of variations that seem to be effective to a significant degree. For example, we found several possibilities to use GeoGebra to enrich students’ learning opportunities.
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| 5468. |
-
Autonomy in education: theoretical and empirical approaches to a contested concept : Special issue to Nordic Journal of Studies in Educational Policy (NordSTEP)
- 2015
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Samlingsverk (redaktörskap) (refereegranskat)abstract
- Autonomy is a widely used concept in education policy and practice. The etymology of the concept derives from the Greek autonomos ‘having its own laws’ (Oxford Dictionaries, 2015). As such, the debates around the concept circulate around individuals’ or groups’ ability and capacity to self-rule, and the governance and/or constraints, which limit such a capacity. However, autonomy has also been widely contested in philosophy, and as suggested by Rawls (1980), for example, the concept has been defined in a variety of ways. In educational research too, the concept has been debated from varying viewpoints, as, for example, scholars engaged in education history (Smaller, 2015), education sociology and policy (Ball, 2006; Apple, 2002), legal issues (Berka, 2000) and pedagogy (Reinders, 2010; Little, 1995) have all problematised and defined its meaning in relation to education.When applied to educational practice, this nuanced and complex concept may indeed mean a variety of things. Take school-level autonomy as an example. Schools are complicated social systems in which multiple actors operate in different roles, and in which one's scope of action may affect the decision-making capacity of that of others. The question of who in a school community may possess autonomy (e.g. the teachers, the principals, or the learners) has fundamental implications for the ways in which the school operates. Also, the matters over which the members of the school community enjoy autonomy have important implications for what school autonomy means in practice. If we consider teacher autonomy more closely, it becomes apparent that teacher autonomy is often understood in terms of a dichotomous pairing of constraint vs. freedom (Wermke & Höstfält, 2014). It could be argued that teacher autonomy is always about constraint, and drawing from Gewirtz's and Cribb's (2009) work, we suggest focussing on the ways in which autonomy is constrained, as well as the matters over which autonomy is enjoyed and by whom. Therefore, teacher autonomy should be distinguished from other forms of autonomy, for example, school or local autonomy. Indeed, increased school autonomy, or local autonomy, as witnessed, for example, in relation to the Friskola movement in Sweden or Academies movement in England, does not automatically grant to teachers an increased scope of action (Kauko & Salokangas, 2015; Salokangas & Chapman, 2014; Wermke & Höstfält, 2014).Moreover, the teacher autonomy debate has been influenced by and reflects wider global education trends and international comparisons. Indeed, autonomy has been a central concept in education policy in Nordic countries (Frostenson, 2012) as well as elsewhere (Caldwell, 2008; Glatter, 2012). Recently, this could be seen, for example, in relation to ‘PISA envy’, and the ways in which Finland's consistent success in PISA has been explained, at least partly, through its highly educated and autonomous teaching workforce (Lopez, 2012; Stenlås, 2011). However, as the contributions in this issue highlight, international comparisons concerning teacher autonomy must remain sensitive to the national and local contexts in which teachers operate, and consider what autonomy actually means for teachers in those settings (Salokangas & Kauko, in press; Wermke, 2013).It is these complexities, inherent in the concept of autonomy, as well as its practical applications, that this edited collection was set to discuss and offer contributions to varied discourses concerning this important, widely debated, and contested concept. The special issue is divided into two sections. The first section presents three invited essays that offer theoretical perspectives on autonomy. The first two, by Gerald Dworkin and Evert Vedung, respectively, are not educational per se, but offer important conceptual contributions to the discussion. The third essay by Magnus Frostenson discusses the multidimensionality of the concept with a focus on education and teaching. The second section comprises empirical studies that discuss the concept of autonomy in different national and local contexts. The articles report on research conducted in Norway (Christina Elde Mølstadt & Sølvi Mausethagen), Germany (Martin Heinrich), Sweden (Sara Maria Sjödin, Andreas Bergh, Ulf Lundström) and England (Ruth McGinity).
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| 5469. |
- Awoyera, Paul O., et al.
(författare)
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Structural performance of fire-damaged concrete beams retrofitted using bamboo fiber laminates
- 2024
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Ingår i: Results in Engineering (RINENG). - : Elsevier. - 2590-1230. ; 21
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Tidskriftsartikel (refereegranskat)abstract
- Fire-induced damage is a serious threat to the structural integrity of reinforced concrete (RC) beams, necessitating an effective retrofitting strategy to restore and improve their performance. This study investigates the structural performance of fire-damaged RC beams retrofitted with bamboo fiber laminates. A comprehensive analysis was performed, incorporating degradation rules to quantify the effect of temperature on both the load-carrying capacity and ultimate deflection of the RC beams. Eight conventionally designed and reinforced RC beams were tested, with two serving as controls. The remaining six beams were tested in pairs at three different temperatures (400 ◦C, 600 ◦C, and 800 ◦C) for 2-h exposure, with one beam featuring the bamboo fiber laminates in each pair. The bamboo fiber laminates enhanced the load-carrying capacity and deflection of the fire-damaged beams when subjected to incremental loading until failure. The deflection was improved by 48.78% at 400 ◦C, restoring the load-carrying capacity to control levels. The load-carrying capacity was increased by 29.5% at 600 ◦C, while the deflection was restored by 39.37%. The load-carrying capacity was enhanced by 37% at 800 ◦C, while the deflection was improved by 4.83%. According to the findings, bamboo fiber laminate is a viable alternative to synthetic fibers for retrofitting fire-damaged beams.
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| 5470. |
- Awoyera, Paul O., et al.
(författare)
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Structural retrofitting of RC slabs using bamboo fibre laminate: Flexural performance and crack patterns
- 2024
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Ingår i: Heliyon. - : Elsevier. - 2405-8440. ; 10:2
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Tidskriftsartikel (refereegranskat)abstract
- Enhancing the durability of structural elements is a viable approach to promote sustainability in civil engineering. Research has shown that well-maintained slabs outperform degraded ones, which deteriorate rapidly due to insufficient upkeep. The occurrence of cracking and deformation in slabs subjected to sustained loads significantly impacts their functionality. However, the implementation of appropriate retrofitting techniques utilizing locally available materials can effectively minimize deflection and crack propagation while also improving flexural capacity. This particular study aimed to evaluate the flexural performance of slabs that were retrofitted using bamboo fibre laminate (BFL). Also, the study investigated two alternative replacement methods alongside the conventional mix; one involved replacing all fine aggregates with ceramic fine aggregate and the other involved a complete replacement of coarse aggregates with ceramic coarse aggregate. These mixes were represented in both the retrofitted and non-retrofitted samples. The retrofitting process included using the combined external bonding and near surface-mounted method. Twelve slab samples were made, with six being non-retrofitted and the other six retrofitted with BFL. Each of the samples had dimensions of 300 mm × 300 mm × 50 mm for reinforced concrete (RC) slabs. The slabs were tested employing the three point-bending system, and the retrofitted slabs with the conventional mix exhibited the highest ultimate failure load and flexural strength (62.1 kN), which compared to the non-retrofitted slabs of the same mix was a 60.76% increase. Additionally, the study did a thorough analysis of the presence of flexural and diagonal shear cracks, as well as the occurrence of debonding between BFL and the slabs. Non-destructive tests were also conducted on the slab samples to further confirm accurate results. These findings offer helpful insights into the development and application of a sustainable retrofitting material that can remarkably improve RC slabs.
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