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Sökning: db:Swepub > Högskolan i Gävle > Attorps Iiris

  • Resultat 1-10 av 51
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1.
  • Asami-Johansson, Yukiko, et al. (författare)
  • Applying the structured problem solving in teacher education in Japan - A case study
  • 2015
  • Ingår i: PROCEEDINGS OF THE NINTH CONFERENCE OF THE EUROPEAN SOCIETY FOR RESEARCH IN MATHEMATICS EDUCATION (CERME9). - : CHARLES UNIV, FAC EDUC. - 9788072908448 ; , s. 2741-2747
  • Konferensbidrag (refereegranskat)abstract
    • In this paper, we examine the implementation of a Japanese teacher educators' lesson, where he applies and, at the same time, inform the students about "structured problem solving". We describe a specific lesson titled "Quantity and Measurement" for elementary school teacher students and we show how the educator make the students aware of the didactic transposition of the material and how he makes the students experience and learn about applying "structured problem solving" in practice. We also show how the Japanese curriculum influences the scale of the mathematical praxeology to be learned and how the students are given opportunities to develop their insight into the PCK during their education in mathematics.
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2.
  • Asami-Johansson, Yukiko, et al. (författare)
  • Comparing mathematics education lessons for primary school teachers : case studies from Japan, Finland and Sweden
  • 2020
  • Ingår i: International Journal of Mathematical Education in Science and Technology. - : Taylor & Francis. - 0020-739X .- 1464-5211. ; 51:5, s. 688-712
  • Tidskriftsartikel (refereegranskat)abstract
    • The aim of this paper is to investigate and compare lessons given in primary school teacher education in Japan, Finland and Sweden. We analyse one lesson from each country and compare them using a common framework. Chevallard’s anthropological theory of the didactic (ATD) is used to frame this analysis and in particular to model teacher educators' didactic organization of the lessons. The focus is on how the didactic organizations of the teacher educators relate to the mathematical and didactic organizations of primary school. Based on official documents and viewpoints of the teacher educators, we also discuss how the contents and descriptions of the national curricula, and the different traditions of the teaching practices in each country, influence the didactic organizations found in the lessons. 
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3.
  • Asami-Johansson, Yukiko, et al. (författare)
  • Comparing the practices of primary school mathematics teacher education Case studies from Japan, Finland and Sweden
  • 2017
  • Ingår i: PROCEEDINGS OF THE TENTH CONGRESS OF THE EUROPEAN SOCIETY FOR RESEARCH IN MATHEMATICS EDUCATION (CERME10). - Dublin. ; , s. 1602-1609
  • Konferensbidrag (refereegranskat)abstract
    • In this study, we have observed three different teacher educators’ lessons, concerning area determination of polygons in primary school teacher training courses in Japan, Finland and Sweden. The aim of this paper is to investigate the main elements of the lessons and to compare the differences between the countries. We focus on how the teacher educators relate the didactic construction of the lessons for prospective teachers to the school mathematical and didactical organisations by applying Chevallard’s anthropological theory of the didactic (ATD). The analysis shows how the curricula and the different traditions of teaching practice in each country influence the mathematical and didactical construction of the lessons.
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4.
  • Asami-Johansson, Yukiko (författare)
  • Designing Mathematics Lessons Using Japanese Problem Solving Oriented Lesson Structure : A Swedish case study
  • 2015
  • Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
    • This licentiate thesis is concerned with applying the Japanese problem solving oriented (PSO) teaching approach to Swedish mathematics classrooms. The overall aim of my research project is to describe and investigate the viability of PSO as design tool for teaching mathematics. The PSO approach is a variation of a more general Japanese teaching paradigm referred to as “structured problem solving”. These teaching methods aim to stimulate the process of students’ mathematical thinking and have their focus on enhancing the students’ attitudes towards engaging in mathematical activities. The empirical data are collected using interviews, observations and video recordings over a period of nine months, following two Swedish lower secondary school classes. Chevallard’s anthropological framework is used to analyse which mathematical knowledge is exposed in the original Japanese lesson plans and in the lessons observed in the classrooms. In addition, Brousseau’s framework of learning mathematics is applied to analyse the perception of individual students and particular situations in the classroom.The results show that the PSO based lesson plans induce a complex body of mathematical knowledge, where different areas of mathematics are linked. It is found that the discrepancy between the Japanese and Swedish curriculum cause some limitations for the adaptation of the lesson plans, especially in the area of Geometry. Four distinct aspects of the PSO approach supporting the teaching of mathematics are presented.
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5.
  • Asami-Johansson, Yukiko, 1964-, et al. (författare)
  • Japanese and Swedish Mathematics Teacher Educators’ Pedagogical Content Knowledge : An Institutional Perspective
  • 2019
  • Ingår i: Educaçao Matemática Pesquissa. - : Pontifical Catholic University of Sao Paulo (PUC-SP). - 1983-3156. ; 21:4, s. 157-170
  • Tidskriftsartikel (refereegranskat)abstract
    • The aim of this paper is to investigate which kind of conditions and constraints affect Japanese and Swedish teacher educators’ pedagogical content knowledge (PCK). We analyse the praxeologies of the lessons in which the educators teach area determination. Our study shows that the Japanese teacher educators’ PCK are more explicitly shared by the community of the teacher educators compared to the Swedish counterpart. Also, the detailed Japanese curriculum and the structured problem solving approach promote to illustrate how to construct rich mathematical and didactical organisations for prospective teachers.
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6.
  • Asami-Johansson, Yukiko (författare)
  • Japanese Mathematics Teachers’ Professional Knowledge : International case studies based on praxeological analysis
  • 2019
  • Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
    • The thesis describes and studies the Japanese mathematics teachers’ professional knowledge and its dissemination. This theme is investigated in several concrete situations: the knowledge of teaching practice of school mathematics taught in the teacher education, the relation between the educational goals described in the national curriculum and concrete teaching methods discussed among the Japanese lower secondary teachers in service. The thesis investigates also critical phenomena, which arise in an attempt to transfer the Japanese teaching practice in a different teaching context.
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7.
  • Attorps, Iiris, 1955-, et al. (författare)
  • Application of Variation Theory in Teaching and Learning of Taylor Polynomials with GeoGebra
  • 2012
  • Ingår i: Proceedings of the 12th International Congress on Mathematics Education. Seoul. Korea. - Seoul. Korea. ; , s. 3479-3488
  • Konferensbidrag (refereegranskat)abstract
    • We report on a teaching experiment regarding Taylor polynomial approximations at the level of university mathematics teaching. The experiment was carried by using the free dynamic mathematics software GeoGebra. A student group (n = 19) was taught Taylor polynomials with the assistance of GeoGebra while a control group (n = 18) was taught in a traditional way. The theoretical assumptions of this study rest on Variation theory. The data were gathered by doing a post test concerning Taylor polynomials. Our experiment revealed that the answers from the GeoGebra group in the post test were more varied compared with the results in the control group.
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8.
  • Attorps, Iiris, et al. (författare)
  • Area och omkrets i förskoleklass
  • 2008
  • Ingår i: Nämnaren. - 0348-2723. ; 35:1, s. 34-36
  • Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
    • Här beskrivs ett antal undervisningstillfällen kring begreppen area och omkrets i en förskoleklass. I planeringen har lärarna utgått från att barnen ska samarbeta, kommunicera med varandra, använda flera sinnen, reflektera över sitt och andras tänkande samt dokumentera och sätta egna ord på det de varit med om.
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9.
  • Attorps, Iiris (författare)
  • Concept definition and concept image : in the case of equations
  • 2007
  • Ingår i: Ämnesdidaktik ur ett nationellt och internationellt perspektiv. - Kristianstad : Kristianstad University Press. - 9197396443 ; , s. 89-98
  • Konferensbidrag (refereegranskat)abstract
    • The purpose of this study is to analyse what kind of conceptions secondary school teachers in mathematics have about equations and how these conceptions are related to the formal definition of the concept of equation. Data was gathered by interviews and questionnaires. Both newly graduated and experienced secondary school teachers were participated in this study. The phenomenographic research approach in order to analyse research outcomes was applied in the investigation. From a phenomenographic analysis of the interview transcripts I found that some patterns could be identified in them and the three qualitatively distinct categories of description about equations could be discerned among the teachers’ conceptions. The research results indicated that equations were apprehended as a procedure, as an answer and as a ‘rewritten’ expression.
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10.
  • Attorps, Iiris, et al. (författare)
  • Creating the patterns of variation with GeoGebra when teaching derivative graphs for first year engineering students
  • 2015
  • Ingår i: International Journal of Engineering Education. - 0949-149X. ; 31:6, s. 1605-1612
  • Tidskriftsartikel (refereegranskat)abstract
    • The present study investigates how technology assisted and designed teaching influences engineering students’ understanding of the connection between the graph of a function and its derivatives. An engineering student group (n = 27) was taught with the assistance of GeoGebra while a control group (n =20) was taught in a traditional way. The data of the study consist of the documents and photos of the observation of two lectures and the students’ answers to the pre and post tests. In our theoretical framework we discuss the distinction between conceptual and procedural knowledge. When creating the teaching sequences we applied variation theory. In the analysis of the students’ pre and post tests results we applied statistical methods. Our experiment revealed that the GeoGebra-assisted teaching design created more opportunities for students to grasp the connection between a function and its derivatives.
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