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Träfflista för sökning "hsv:(SAMHÄLLSVETENSKAP) hsv:(Utbildningsvetenskap) hsv:(Didaktik) "

Sökning: hsv:(SAMHÄLLSVETENSKAP) hsv:(Utbildningsvetenskap) hsv:(Didaktik)

  • Resultat 7971-7980 av 12861
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NumreringReferensOmslagsbildHitta
7971.
  • Juter, Kristina, 1971- (författare)
  • Students’ perceptions of limits
  • 2010
  • Ingår i: The First Sourcebook on Nordic Research in Mathematics Education, Norway, Sweden, Iceland, Denmark and contributions from Finland.. - Charlotte : Information Age Publishing.
  • Bokkapitel (övrigt vetenskapligt/konstnärligt)
  •  
7972.
  • Juter, Kristina, et al. (författare)
  • The space between pre-service primary teachers’ first year status and their goals
  • 2018
  • Ingår i: Perspectives on professional development of mathematics teachers. ; , s. 222-223
  • Bokkapitel (populärvet., debatt m.m.)abstract
    • Students’ mathematics teacher identity is formed in various settings. A study with 45 pre-service students in their first year of education was conducted as part of alongitudinal study of year 4-6 mathematics teachers’ identity formation, to study the development during their education in terms of mathematical knowledge, pupils’ learning and the teacher role. Questionnaires and interviews were used to collect data. The result shows that many students were reluctant to use mathematics and had conceptions that may mislead pupils. The students’ learning focus was less on pupils’ learning than mathematics and teacher role, but theirideal teacher focused on pupils’ learning.
  •  
7973.
  • Juter, Kristina (författare)
  • The validity of students' conceptions of differentiability and continuity
  • 2012
  • Ingår i: Evaluation and comparison of mathematical achievement. ; , s. 121-130
  • Bokkapitel (populärvet., debatt m.m.)abstract
    • University students’ conceptions of differentiability, continuity and relations between the concepts were studied to reveal their choices of representations and their strategies to justify their relational claims. Questionnaires and interviews were used to collect data (questionnaires in the part presented here). The results were analysed and categorized through a framework based on Skemp’s (1976) definitions of relational and instrumental understanding, and Tall’s (2004) three worlds of mathematics. The students showed ambiguous representations opposing their own statements in some cases. The most common feature among the students to describe a continuous function was incorrect implying a need to develop the students’ concept images in that area.
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7974.
  • Juter, Kristina (författare)
  • University students linking limits, derivatives, integrals and continuity
  • 2011
  • Ingår i: Proceedings of the seventh congress of the European Society for Research in Mathematics Education (CERME 7). ; , s. 2043-2052
  • Bokkapitel (populärvet., debatt m.m.)abstract
    • Mathematical concepts are mentally represented differently depending on individual, context and existing conceptions of related concepts among other things. The present paper reports on a study of students‘ representations in analysis with an emphasis on the types of representations and the links they have between their representations. The data collection was designed to evoke different parts of the students‘ concept images and also to return to the concepts several times over time at every data collection session. The results show that formal and intuitive representations in combination are rare. The number of links between concepts is not in itself a measure of the quality of the concept image, as there is a vast number of erroneous links misleading the students to think they understand the concepts.
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7975.
  •  
7976.
  • Juter, Kristina (författare)
  • University students’ understandings of concept relations and preferred representations of continuity and differentiability
  • 2017
  • Ingår i: Proceedings of the Tenth Congress of the European Society for Research in Mathematics Education (CERME10, February 1 – 5, 2017).
  • Bokkapitel (populärvet., debatt m.m.)abstract
    • The aim of the study reported in this paper is to investigate how students understand continuity and differentiability during and after a calculus course. The students’ choices of representations, both claimed and acted, were also studied. The study is part of a larger study of four student groups taking a calculus course. 207 students answered a questionnaire during the course and of them, 11 were interviewed after the course (the ones in this paper). Answers in questionnaires and interviews were categorised and compared. All students who preferred formal theoretical representations, and only those students, were able to produce formal proofs. The students’ stated and acted preferencesof representations were quite coherent, with only a few inconsistencies.
  •  
7977.
  • Juter, Kristina, et al. (författare)
  • Upper secondary physics teachers’ views of mathematics
  • 2018
  • Ingår i: Perspectives on professional development of mathematics teachers. ; , s. 1-3
  • Bokkapitel (populärvet., debatt m.m.)abstract
    • Physics teachers at upper secondary school indirectly teach mathematics in their physics classes through their teaching strategies and preferred ways of using mathematics. Their views of physics and mathematics are important for the way they depict mathematics to the students. A web-questionnaire was administered to Swedish physics teachers. Part of the questions investigated views of mathematics, i.e. as a means for application, as a schema, as a formal construct or as processes. Mathematics as a means for application was the dominant opinion. Students’ lack of knowledge in mathematics was regarded as a problem to many of the teachers, and particularly problem solving and modelling. Students’ conceptual and relevance proficiencies in mathematics were less problematical.
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7978.
  •  
7979.
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7980.
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