| 1. |
- Thunberg, Hans, 1956-, et al.
(författare)
-
The Widening Gap — A Swedish Perspective
- 2008
-
Ingår i: Mathematics Education Research Journal. - 1033-2170 .- 2211-050X. ; 20:2, s. 38-56
-
Tidskriftsartikel (refereegranskat)abstract
- Transition problems from secondary to tertiary level in mathematics have been arecurrent issue in Sweden. This paper summarises the development during the lastdecades. Results from two recent research studies that illuminate the transitionproblem are presented. The first one, based on empirical data from a major Swedishtechnical university, characterises the widening gap, in content and in approach,between secondary school and first year university courses. The second study dealswith students’ encounters with mathematical proof and is based on a largeinvestigation at another main Swedish university. We discuss the influence on thecurrent transition problems of school reforms and of the great expansion of highereducation in Sweden during the last 10 – 15 years in view of the results from theresearch studies.
|
|
| 2. |
- Bengmark, Samuel, 1965, et al.
(författare)
-
Success-factors in transition to university mathematics
- 2017
-
Ingår i: International Journal of Mathematical Education in Science and Technology. - : Taylor & Francis Group. - 0020-739X .- 1464-5211. ; 48:7, s. 988-1001
-
Tidskriftsartikel (refereegranskat)abstract
- This study examines different factors' relative importance for students' performance in the transition to university mathematics. Students' characteristics (motivation, actions and beliefs) were measured when entering the university and at the end of the first year. Principal component analysis revealed four important constructs: Self-efficacy, Motivation type, Study habits and Views of mathematics. Subsequently, orthogonal partial least squares (OPLS) analysis was used for measuring the constructs' ability to predict students' university mathematics grades. No individual constructs measured at the time of entrance predicted more than 5% of the variation. On the other hand, jointly they predicted 14%, which is almost in pair with upper secondary grades predicting 17%. Constructs measured at the end of the first year were stronger predictors, jointly predicting 37% of the variation in university grades, with Self-efficacy (21%) and Motivation (12%) being the two strongest individual predictors. In general, Study habits were not important for predicting university achievement. However, for students with low upper secondary grades, the textbook and interaction with peers, rather than internet-based resources, contributed positively to achievement. The association between Views of mathematics and performance was weak for all groups and non-existing for students with low grades.
|
|
| 3. |
|
|
| 4. |
- Kullberg, Angelika, 1969, et al.
(författare)
-
Improvements in learning addition and subtraction when using a structural approach in first grade
- 2024
-
Ingår i: Educational Studies in Mathematics. - : Springer. - 0013-1954 .- 1573-0816.
-
Tidskriftsartikel (refereegranskat)abstract
- Learning to calculate with natural numbers by structuring seems promising but how this can be taught in a sustainable manner remains an open question. An eight-month-long intervention based on the idea of using a structural approach to addition and subtraction, and particularly bridging through ten, was implemented in four Swedish first-grade classes. One goal was that by the end of first grade, students would be able to solve tasks such as subtracting 8 from 15 by using part-whole number relations. In this paper, we report on learning outcomes from task-based interviews with intervention and control groups before, immediately after, and one year after the intervention, in order to investigate long-term effects and whether students used a structural approach when solving tasks in a higher number range in the second grade. In comparison to controls, students in the intervention group showed higher increases in their learning outcomes. Moreover, the intervention group used a structural approach to a larger extent when solving tasks in higher number ranges, whereas students in the control group more commonly used single-unit counting to solve such tasks. These findings have implications both for teaching and for research on students' development of arithmetic skills.
|
|
| 5. |
|
|
| 6. |
- Bergqvist, Tomas, 1962-, et al.
(författare)
-
Upper secondary students’ task reasoning
- 2008
-
Ingår i: International Journal of Mathematical Education in Science and Technology. - : Informa UK Limited. - 0020-739X .- 1464-5211. ; 39:1
-
Tidskriftsartikel (refereegranskat)abstract
- Upper secondary students’ task solving reasoning was analysed, with a focus on grounds for different strategy choices and implementations. The results indicate that mathematically well-founded considerations were rare. The dominating reasoning types were algorithmic reasoning, where students tried to remember a suitable algorithm, sometimes in a random way, and guided reasoning, where progress was possible only when essentially all important strategy choices were made by the interviewer.
|
|
| 7. |
- Bergwall, Andreas, 1972-
(författare)
-
On a generality framework for proving tasks
- 2015
-
Ingår i: Proceedings of the Ninth Congress of the European Society for Research in Mathematics Education. - Prague : Charles University in Prague, Faculty of Education and ERME. - 9788072908448 ; , s. 86-92
-
Konferensbidrag (refereegranskat)abstract
- In this paper I present an analytic framework for generality in textbook proving tasks that involve functions. The framework is discussed in relation to results obtained when analysing tasks in integral calculus. The results show that the frameworks’ categories are easily distinguishable if the functions are explicitly described. The results are also promising regarding the possibility to clarify differences between textbooks. The analysed sections exemplify that there is not necessarily a correlation between the number of general proving tasks and the opportunities for students to engage in reasoning about arbitrary functions. Limitations and possible refinements of the framework are also discussed.
|
|
| 8. |
- Lundberg, Anna L.V. 1967
(författare)
-
Encountering Proportional Reasoning During a Single Algebra Lesson: A Microgenetic Analysis
- 2022
-
Ingår i: International Electronic Journal of Mathematics Education. - Eastbourne, United Kingdom : Modestum Publishing Ltd. - 1306-3030. ; 17:1
-
Tidskriftsartikel (refereegranskat)abstract
- This case study explores how 12-13-year-old students encounter proportional reasoning while working with geometric patterning tasks using concrete materials. The focus is on the students’ use of spontaneous concepts when first dealing with such patterns in the context of collaborative work. Based on video recordings of a single lesson, a microgenetic analysis was performed to identify students’ learning trajectories, starting with students familiarizing themselves with pattern structure, followed by engagement in proportional reasoning, and ending with students perceiving a new technique to handle a situation where proportional reasoning did not suffice. While some student groups were able to move along the whole trajectory, most groups, when facing challenges, regressed to simpler techniques. The results provide new insights into students’ learning trajectories, which can be used to support students’ progress in the context of student-teacher interaction.
|
|
| 9. |
- Asratian, Armen, et al.
(författare)
-
Proper path-factors and interval edge-coloring of (3,4)-biregular bigraphs
- 2009
-
Ingår i: Journal of Graph Theory. - : Wiley Periodicals Inc.. - 0364-9024 .- 1097-0118. ; 61:2, s. 88-97
-
Tidskriftsartikel (refereegranskat)abstract
- An interval coloring of a graph G is a proper coloring of E(G) by positive integers such that the colors on the edges incident to any vertex are consecutive. A (3,4)-biregular bigraph is a bipartite graph in which each vertex of one part has degree 3 and each vertex of the other has degree 4; it is unknown whether these all have interval colorings. We prove that G has an interval coloring using 6 colors when G is a (3,4)-biregular bigraph having a spanning subgraph whose components are paths with endpoints at 3-valent vertices and lengths in {2, 4, 6, 8}. We provide several sufficient conditions for the existence of such a subgraph.
|
|
| 10. |
- Lindahl, Karl-Olof, 1975-
(författare)
-
Applied Algebraic Dynamics
- 2010
-
Ingår i: P-Adic Numbers, Ultrametric Analysis, and Applications. - : Pleiades Publishing, Ltd.. - 2070-0466 .- 2070-0474. ; 2:4, s. 360-362
-
Tidskriftsartikel (refereegranskat)
|
|
