| 1. |
- 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.
|
|
| 2. |
- Attorps, Iiris, 1955-, et al.
(författare)
-
Improving undergraduate mathematics teaching
- 2010
-
Ingår i: The proceedings of MADIF7; The 7th Swedish Mathematics Education Research Seminar, Stockholm, January 26-27, 2010..
-
Konferensbidrag (refereegranskat)
|
|
| 3. |
- Attorps, Iiris, 1955-, et al.
(författare)
-
The Learning Study Model and the Teaching of the Definite Integral Concept
- 2010
-
Ingår i: Reports and Studies in Education, Humanities, and Theology. - Joensuu : University of Eastern Finland. ; s. 77-86
-
Konferensbidrag (refereegranskat)abstract
- In recent years, there have been several studies in mathematics education basing on the variation theory and the model of Learning Study that involves co-operation between teachers and researchers in an iterative process. Most of these studies have focused on the teaching and learning of elementary school mathematics rather than topics in advanced mathematics. In this paper, we discuss some challenges and possibilities of the Learning Study model and the variation theory when developing the teaching of mathematics at advanced levels. More precisely, we report on a series of teaching experiments on the definite integral concept. The experiments were carried out at a Swedish university. The data of this study consists of the documents on the observation of three lectures and the students’ answers to pre and post tests. Both engineering and teacher students participated. In the analysis of the data, we applied statistical methods. Although the series consisted only of three lectures, it revealed that the students’ understanding about certain – but not necessarily all – aspects of the definite integral concept can be enhanced by using the Learning Study model.
|
|
