| 1. |
- Kellner, Eva, et al.
(författare)
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The school–university intersection as a professional learning arena: evaluation of a two-year action research project
- 2020
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Ingår i: Teacher Development. - : Taylor & Francis. - 1366-4530 .- 1747-5120. ; 24:3, s. 366-383
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Tidskriftsartikel (refereegranskat)abstract
- This article presents the evaluation of a two-year action research project in biology and mathematics teaching involving a primary school and a university in Sweden. The aim of the study was to contribute knowledge about a school–university intersection as a professional learning arena. The teachers’ conceptions about the project implementation, the impact on their learning, teaching practices and pupil learning were made explicit by focus group interview. The evaluation revealed that several motivating factors in this specific learning community – the relevance of the project and connection to the continuing education course, mentors from university, planning tools and time for collaboration – were critical for project implementation and for professional learning to occur. Furthermore, it indicated how teacher learning and teaching practices were related to pupil learning in the professional learning community. The results are also discussed in the light of new research on teachers’ work identity and self-reported health.
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| 2. |
- Attorps, Iiris
(författare)
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Concept definition and concept image : in the case of equations
- 2007
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Ingår i: Ämnesdidaktik ur ett nationellt och internationellt perspektiv. - Kristianstad : Kristianstad University Press. - 9197396443 ; , s. 89-98
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Konferensbidrag (refereegranskat)abstract
- The purpose of this study is to analyse what kind of conceptions secondary school teachers in mathematics have about equations and how these conceptions are related to the formal definition of the concept of equation. Data was gathered by interviews and questionnaires. Both newly graduated and experienced secondary school teachers were participated in this study. The phenomenographic research approach in order to analyse research outcomes was applied in the investigation. From a phenomenographic analysis of the interview transcripts I found that some patterns could be identified in them and the three qualitatively distinct categories of description about equations could be discerned among the teachers’ conceptions. The research results indicated that equations were apprehended as a procedure, as an answer and as a ‘rewritten’ expression.
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| 3. |
- Attorps, Iiris, et al.
(författare)
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Ett helhetsgrepp för likvärdig skola
- 2021
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Ingår i: Nämnaren. - Göteborg. - 0348-2723. ; :3, s. 35-39
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Tidskriftsartikel (populärvet., debatt m.m.)
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| 4. |
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| 5. |
- Attorps, Iiris
(författare)
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Mathematics teachers' conceptions about concept learning in algebra
- 2007
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Ingår i: Current state of research on mathematical beliefs XII. - Helsinki : University of Helsinki. - 9789521038587
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- In this article I discuss the mathematics teachers’ conceptions about concept learning in algebra from school and university time. The study has a focus on the particular topic of equations. The data was gathered by interviews and questionnaires. Both newly graduated and experienced secondary school teachers were participated in this study. The phenomenographic research method in order to analyse research outcomes was applied in the investigation. The research results indicated that the teachers experience the learning of equations from school and university time on four qualitatively different ways. Learning was apprehended as doing routine problems, as memorizing and reproduction of rules and models, as doing applications and as interaction with other students.
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| 6. |
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| 7. |
- Attorps, Iiris
(författare)
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Uppfattningar hos lärare av ekvationsbegreppet
- 2003
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- Syftet med min studie är att beskriva hur matematiklärare uppfattar begreppet ekvation. Min målsättning är också att undersöka lärarnas erfarenheter av ekvationsinlärning från grundskolan till universitetsnivån. Tio lärare från grundskolans högstadium har deltagit i undersökningen. Fem är nyutexaminerade lärare med mindre än ett års yrkeserfarenhet. Data i undersökningen samlades in genom enkäter och intervjuer. Undersökningsresultat analyserades genom fenomenografisk metod. Resultatet pekar på att lärarnas uppfattningar av ekvationsbegreppet avviker från den formella begreppsdefinitionen. De känner osäkerhet inför matematiska symboler, bokstavsuttryck och lösningsprocedurer. Deras skolerfarenheter visar att de har använt största delen av tiden till att utveckla algoritmiska färdigheter istället för matematisk förståelse.
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| 8. |
- Attorps, Iiris, 1955-, et al.
(författare)
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Varied ways to teach the definite integral concept
- 2013
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Ingår i: International Electronic Journal of Mathematics Education. - Turkey : Gökkuşağı Ltd. Şti., Turkey. - 1306-3030. ; 8:2-3, s. 81-99
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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 post-tests 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.
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| 9. |
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| 10. |
- Viirman, Olov, 1971-
(författare)
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The function concept and university mathematics teaching
- 2014
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This thesis concerns the teaching of mathematics at university level, with a particular focus on the teaching of the function concept. The main aim of the thesis is describing and analysing the teaching practices of university mathematics teachers regarding the function concept, and how this concept is constituted through these practices. To this end, video recordings of lectures by seven mathematics teachers at three Swedish universities were analysed using a discursive perspective, Sfard’s commognitive framework. The observed teaching was traditional in form, with teachers using “chalk talk” – simultaneously talking and writing on the board. The results show that the teaching practices of the teachers belong to two distinct but intertwined discourses – a mathematical discourse, and a discourse of mathematics teaching. Classifications of important aspects of these discourses are presented, and it is found that the teachers’ discursive practices, while sharing overall form, still display considerable differences. Other results include an analysis of the levels of objectification displayed by the teachers in their discursive constitution of the function concept. The study contributes to a small but growing body of empirical research on university mathematics teaching practice.
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