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1.
  • Eriksson, Göta, 1943- (författare)
  • Children's knowledge-building in arithmetic in the compulsory school and in the special school for intellectually disabled in Sweden
  • 2010
  • Ingår i: The First Sourcebook on Nordic Research in Mathematics Education: Norway, Sweden, Iceland, Denmark and contributions from Finland. - Charlotte : Information Age Pub.. - 9781617350993 - 9781617350986 ; , s. 397-410
  • Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
    • Investigations have been conducted in a compulsory school and in a special school for intellectually disabled students in Sweden to examine children’s conceptual development in early arithmetic. The studies were based on the epistemology of radical constructivism and the methodology of multiple clinical interviews. A theoretical model elucidates the behavior patterns and the corresponding mental structures underlying them. The individual interviews were video recorded. In this chapter, results are shown, and various behavior patterns that emerge when the participants solve tasks in their own ways are exemplified, conceptually analyzed, and compared. The activated behavior patterns, which are responses to well-adapted contexts presented by the researcher, are compatible between children at the same conceptual level irrespective of age or type of school. The study gives substantial impetus to change the education in early arithmetic to harmonize with the children’s own ways of operating.
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2.
  • Eriksson, Göta, 1943- (författare)
  • Toward a student-centred process of teaching arithmetic
  • 2010
  • Ingår i: The Journal of Mathematical Behavior. - : Elsevier inc.. - 0732-3123.
  • Tidskriftsartikel (refereegranskat)abstract
    • This article describes a way toward a student-centred process of teaching arithmetic, where the content is harmonized with the students’ conceptual levels. At school start, one class- room teacher is guided in recurrent teaching development meetings in order to develop teaching based on the students’ prerequisites and to successively learn the students’ arith- metic. The students are assessed in interviews. Two special teachers participate and their current models of each student’s arithmetic are tested when assessing the students. The students’ conceptual diversity and the consequent different content in teaching are shown. Further, the special teachers’ assessments and the class teacher’s opinion of the new way of teaching are reported. A wide range both of the students’ conceptual levels and of the kinds of relevant problems was found. The special teachers manage their duties well and the classroom teacher has so far been satisfied with the new teaching process.
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