| 1. |
- Alstad, Edgar, et al.
(författare)
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Exploring spherical units as perceptual clues in enumerating 3D arrays
- 2023
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Ingår i: Mathematics Education Research Journal. - : Springer. - 1033-2170 .- 2211-050X.
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Tidskriftsartikel (refereegranskat)abstract
- This study continues an investigation of how spherical units, compared to cubical units, can facilitate students’ units-locating and organizing units in composites. We analyze how Norwegian grade 3 students enumerate 3D arrays with cubical and spherical units. Our results show how spherical units can act as perceptual clues that facilitate cognitive processes, underlying students’ strategies in the enumeration of 3D arrays. In particular, the results show how spherical units facilitate the units-locating process, which, in turn, supports processes of organizing-by-composites and spatial structuring of the array, in the action of developing a proper iterative strategy such as layer-based thinking.
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| 2. |
- Alstad, Edgar, et al.
(författare)
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Exploring units-locating in enumerating units of 3D arrays : linking units-locating to units-representation
- 2023
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Ingår i: Mathematics Education Research Journal. - : Springer Nature. - 1033-2170 .- 2211-050X. ; 35:3, s. 583-605
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Tidskriftsartikel (refereegranskat)abstract
- The aim of the present study is to explore strategies in enumerating units of three dimensional (3D) arrays. We analyse enumeration strategies of students in grade 3 (ages 8 to 9) in situations of cubical and spherical representations of units of 3D arrays. By exploring students’ strategies in these two situations, we find that difficulties in enumerating units in 3D arrays can be traced to difficulties in units-locating, with the consequence of applying double and triple counting. Our results also indicate that spherical units can serve as perceptual clues in units-locating and in assembling units into relevant composites. With input from our findings, we suggest research to investigate the following three hypotheses: (i) spherical units can turn students away from double and triple counting, (ii) spherical units can support students’ units-locating process and their ability to assemble units into relevant composites and (iii) teaching of enumerating 3D arrays should start with spherical units before cubical units.
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| 3. |
- Bergsten, Christer, 1949-
(författare)
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Investigating quality in undergraduate mathematics lectures
- 2007
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Ingår i: Mathematics Education Research Journal. - 1033-2170 .- 2211-050X. ; 19:3, s. 48-72
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Tidskriftsartikel (refereegranskat)abstract
- The notion of quality in undergraduate mathematics lectures is examined by using theoretical notions and research results from the literature and empirical data from a case study on lecturing on limits of functions. A systemic triangular model is found to catch critical quality aspects of a mathematics lecture, consisting of mathematical exposition, teacher immediacy, and general quality criteria for mathematics teaching. Mathematical exposition involves the dynamic interplay of mathematical content, mathematical process, and institutionalisation. The discussion is a contribution to an increased pedagogical awareness in undergraduate mathematics teaching.
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| 4. |
- Brandell, Gerd, et al.
(författare)
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Encouraging More Women Into Computer Science : Initiating a Single-Sex Intervention Program in Sweden
- 1997
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Ingår i: Mathematics Education Research Journal. - 1033-2170 .- 2211-050X. ; 9:3, s. 312-324
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Tidskriftsartikel (refereegranskat)abstract
- The process of starting a new program in computer science and engineering, heavily based on applied mathematics and only open to women, is described in this paper. The program was introduced into an educational system without any tradition in single-sex education. Important observations made during the process included the considerable interest in mathematics and curiosity about computer science found among female students at the secondary school level, and the acceptance of the single-sex program by the staff, administration, and management of the university as well as among male and female students. The process described highlights the importance of preparing the environment for a totally new type of educational program.
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| 5. |
- Edmonds-Wathen, Cris, 1972-
(författare)
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Influences of indigenous language on spatial frames of reference in Aboriginal English
- 2014
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Ingår i: Mathematics Education Research Journal. - : Springer Netherlands. - 1033-2170 .- 2211-050X. ; 26:2, s. 169-192
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Tidskriftsartikel (refereegranskat)abstract
- Abstract The Aboriginal English spoken by Indigenous children in remote communities in the Northern Territory of Australia is influenced by the home languages spoken by themselves and their families. This affects uses of spatial terms used in mathematics such as ‘in front’ and ‘behind.’ Speakers of the endangered Indigenous Australian language Iwaidja use the intrinsic frame of reference in contexts where speakers of Standard Australian English use the relative frame of reference. Children speaking Aboriginal English show patterns of use that parallel the Iwaidja contexts. This paper presents detailed examples of spatial descriptions in Iwaidja and Aboriginal English that demonstrate the parallel patterns of use. The data comes from a study that investigated how an understanding of spatial frame of reference in Iwaidja could assist teaching mathematics to Indigenous language-speaking students. Implications for teaching mathematics are explored for teachers without previous experience in a remote Indigenous community.
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| 6. |
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| 7. |
- Juter, Kristina, 1971-
(författare)
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Students' attitudes to mathematics and performance in limits of functions
- 2005
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Ingår i: Mathematics Education Research Journal. - 1033-2170 .- 2211-050X. ; 17:2, s. 91-110
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Tidskriftsartikel (refereegranskat)abstract
- The main aim of this article is to discuss the attitudes to mathematics of students taking a basic mathematics course at a Swedish university, and to explore possible links between how well such students manage to solve tasks about limits of functions and their attitudes. Two groups, each of about a hundred students, were investigated using questionnaires, field notes and interviews. From the results presented a connection can be inferred between students’ attitudes to mathematics and their ability to solve limit tasks. Students with positive attitudes perform better in solving limit problems. The educational implications of these findings are also discussed.
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| 8. |
- Juter, Kristina
(författare)
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Students' attitudes to mathematics and performance in limits of functions
- 2005
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Ingår i: Mathematics Education Research Journal. - : Springer Netherlands. - 1033-2170 .- 2211-050X. ; 17:2, s. 91-110
-
Tidskriftsartikel (refereegranskat)abstract
- The main aim of this article is to discuss the attitudes to mathematics of students taking a basic mathematics course at a Swedish university, and to explore possible links between how well such students manage to solve tasks about limits of functions and their attitudes. Two groups, each of about a hundred students, were investigated using questionnaires, field notes and interviews. From the results presented a connection can be inferred between students’ attitudes to mathematics and their ability to solve limit tasks. Students with positive attitudes perform better in solving limit problems. The educational implications of these findings are also discussed.
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| 9. |
- Kullberg, Angelika, et al.
(författare)
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Learning about the numerator and denominator in teacher-designed lessons
- 2013
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Ingår i: Mathematics Education Research Journal. - : Springer Science and Business Media LLC. - 1033-2170 .- 2211-050X. ; 25:4, s. 547-567
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Tidskriftsartikel (refereegranskat)abstract
- This study concerns pupils’ experience of unit and non-unit fractions of a discrete quantity during specially designed lessons. The aim was to explore pupils’ understanding of operations such as b/c of a in lessons where the teachers were aware of some pupils’ difficulties beforehand and what needed special attention. Five classes were involved in the study and 10 video-recorded lessons and written pre- and post-tests were analysed. Even though the lessons were designed for learning how to operate with both unit and non-unit fractions, we found that more pupils could solve items with unit fractions than with non-unit fractions. We found that few pupils in this study had difficulties with equal partitioning. Instead, it seemed difficult for some pupils to understand the role of the numerator and denominator and to differentiate between the amount of parts and the amount of objects in each part, and some pupils did not differentiate between the numbers of units and the amount of objects within a unit. This study identified some critical aspects that the pupils need to discern in order to learn how to operate with unit and non-unit fractions of a discrete quantity.
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| 10. |
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