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. 34793488

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 2627, 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. 7786

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 cooperation 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.


4. 
 Attorps, Iiris, 1955, et al.
(författare)

Varied ways to teach the definite integral concept
 2013

Ingår i: International Electronic Journal of Mathematics Education.  Turkey : Gökkuşağı Ltd. Şti., Turkey.  13063030. ; 8:23, s. 8199

Tidskriftsartikel (refereegranskat)abstract
 In this paper, we report on a collaborative teaching experiment based on the Learning Study model (LS model) which grounds on the Variation Theory. Until today, most of such studies have focused on the teaching and learning of elementary school mathematics; ours was carried out in undergraduate mathematics education. In the following, we discuss how we managed to promote students’ conceptual learning by varying the treatment of the object of learning (the concept of definite integral and the Fundamental Theorem of Calculus) during three lectures on an introductory course in calculus. We also discuss the challenges and possibilities of the LS model and the Variation Theory in the development of the teaching of tertiary mathematics in general. The experiment was carried out at aSwedish university. The data of the study consists of the documents of the observation of three lectures and the students’ answers to the pre and posttests of each lesson. The analysis of learning results revealed some critical aspects of the definite integral concept and patterns of variations that seem to be effective to a significant degree. For example, we found several possibilities to use GeoGebra to enrich students’ learning opportunities.

