| 1. |
- Jablonka, Eva, 1962-, et al.
(författare)
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Positioning of the teacher in the improvement of mathematics classroom practice
- 2015
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Ingår i: Proceedings of the Eighth International Mathematics Education and Society Conference. - Portland, OR, USA : Mathematics Education and Society. ; , s. 644-656
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- This paper is a hybrid between a discussion essay and a theoretical paper. Our concern is the positioning of teachers in contexts where the reshaping of educational institutions along with the commercialisation and com-modification of research carried out at universities, increasingly interferes with the intellectual freedom of both teachers and researchers. Funding of research in these contexts privileges ‘findings’ with direct implications for developing teachers’ classroom work. We discuss examples drawn from a range of studies, including classroom observation, curriculum design, and professional development settings in terms of the subjectivities attributed to the unauthorised position in the relations established in these practices.
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| 2. |
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Refractions of mathematics education : Festschrift for Eva Jablonka
- 2015
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Samlingsverk (redaktörskap) (övrigt vetenskapligt/konstnärligt)abstract
- The diversity of research in mathematics education has been addressed as both, a problem and a strength. When manifested through adherence to different intellectual roots and theoretical orientations, diversions constitute ‘refractions’ of mathematics education. The collection and analysis of empirical data in a study are by necessity refracted through the specific analytical lens employed, as well as the aim of the study itself. Refractions can also refer to looking at old phenomena through new lenses.The chapters in this book are refracted through philosophical, political, mathematical and personal lenses by distinguished authors in the field, addressing issues about the elusive experience of doing mathematics, purification of texts, refractions, mathematics and ethnomathematics, political messages in textbook tasks, mathematics education policy debate, the political in mathematics education research, philosophy and mathematics, meanings and representations, identity of mathematical modeling, and dilemmas in the teaching of calculus.An ancient Sanskrit adage states that Knowledge is something that grows when shared, but shrinks when hoarded. Academics engaged in the generation of new Knowledge are blessed with both the time and the freedom to engage in pursuits that allow for intellectual pleasure. As a phenomenon of the Zeitgeist many have succumbed to the increased corporatization of academic work, engaging in activities for monetary and self advancement purposes. Are there any real intellectuals left in academia, a là Adorno, Bourdieu, Chomsky, Foucault, among others? This Festschrift is dedicated to academics that don't bother with self promotion or aggrandizement of themselves or their ideas in simplistic terms.
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| 3. |
- Bergsten, Christer, 1949-
(författare)
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A calculus lecture : What made it good?
- 2012
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Ingår i: Proceedings of Norma 11. - Reykjavik : University of Iceland Press. - 9789979549659 ; , s. 167-176
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Konferensbidrag (refereegranskat)abstract
- This paper reports from a study that investigates, from a student and a teacher perspective, the fact that the large group lecture format prevails and attracts students in undergraduate mathematics education despite the many arguments put forward against the educational value of lectures. The focus here is on students’ views on specific aspects of one calculus lecture they just attended.
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| 4. |
- Bergsten, Christer, 1949-, et al.
(författare)
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A remark on didactic transposition theory
- 2010
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Ingår i: Mathematics and mathematics education: Cultural and social dimensions. - Linköping : Svensk förening för matematikdidaktisk forskning (SMDF). - 9197393460 ; , s. 58-68
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Konferensbidrag (refereegranskat)abstract
- With reference to a historical study on the relation between the production and distribution of mathematical knowledge, using calculus as an example, some assumptions in didactic transposition theory, as introduced by Yves Chevallard, are discussed. Given the prominent status of this theory, the paper intends to initiate a debate that could help lifting it out from its relative isolation within mathematics education as a research domain.
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| 5. |
- Bergsten, Christer, 1949-, et al.
(författare)
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Algebra för alla
- 1997. - 1
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Bok (övrigt vetenskapligt/konstnärligt)abstract
- Bakom titeln Algebra för alla ligger tanken att alla lärare som arbetar med matematik i grundskola och gymnasieskola ska ha glädje av innehållet och målet att alla elever ska möta matematikens generaliserande kraft. Syftet med materialet är att avdramatisera arbetet med skolalgebra samt att uppmärksamma och stimulera möjligheterna att arbeta med olika uttrycksformer. I boken ingår ett stort antal elevaktiviteter och studieuppgifter för lärare samt litteraturförslag.
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| 6. |
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| 7. |
- Bergsten, Christer, 1949-, et al.
(författare)
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Commentary on Theories of mathematics education: Is plurality a problem?
- 2010
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Ingår i: <em>Theories of Mathematics Education: Seeking New Frontiers </em>. - New York : Springer. - 9783642007415 - 9783642007422 ; , s. 111-120
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- The chapter by Steve Lerman provides a powerful analysis that helps to make sense of the changing nature of the discourse in mathematics education as a research domain, of its knowledge structure and of the positions of researchers in relation to intellectual traditions ‘outside’ the field as well as in relation to changing pedagogic modes. The reading invited us to expand on the conceptualisation of knowledge structures and discourses in mathematics education as a research domain.
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| 8. |
- Bergsten, Christer, 1949-, et al.
(författare)
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Conceptual and procedural approaches to mathematics in the engineering curriculum : Comparing views of junior and senior engineering students in two countries
- 2017
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Ingår i: Eurasia Journal of Mathematics, Science and Technology Education. - : Eurasia Publishing House. - 1305-8223. ; 33:3, s. 533-553
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Tidskriftsartikel (refereegranskat)abstract
- One challenge for an optimal design of the mathematical components in engineering education curricula is to understand how the procedural and conceptual dimensions of mathematical work can be matched with different demands and contexts from the education and practice of engineers. The focus in this paper is on how engineering students respond to the conceptual-procedural distinction, comparing performance and confidence between second and fourth year groups of students in their answers to a questionnaire comprising conceptually and procedurally focused mathematics problems. We also compare these students’ conceptions on the role of conceptual and procedural mathematics problems within and outside their mathematics studies. Our data suggest that when mathematical knowledge is being recontextualised to engineering subjects or engineering design, a conceptual approach to mathematics is more essential than a procedural approach; working within the mathematical domain, however, the procedural aspects of mathematics are as essential as the conceptual aspects.
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| 9. |
- Bergsten, Christer, 1949-, et al.
(författare)
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Conceptual or procedural mathematics for engineering students – views of two qualified engineers from two countries
- 2015
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Ingår i: International journal of mathematical education in science and technology. - : Taylor & Francis Group. - 0020-739X .- 1464-5211. ; 46:7, s. 979-990
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Tidskriftsartikel (refereegranskat)abstract
- This study forms part of a collaboration project between universities in South Africa and Sweden in which we investigate whether the emphasis in undergraduate mathematics courses for engineering students would benefit from being more conceptually oriented than a traditional more procedurally oriented way of teaching. In this paper, we report in some detail from two interviews with professional engineers, selected to represent two different ‘poles’ of engineering work. The aim was to explore different kinds of arguments regarding the role of mathematics in engineering work, as well as some common across contexts. Both interviewees feel that conceptual mathematics is more important for engineering work, although the role of the procedural aspect was seen by one of the interviewees also to be important, but in a very intricate way.
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| 10. |
- Bergsten, Christer, 1949-
(författare)
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En gyllene pyramid : Fem trianglar och en pentagon
- 2003
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Ingår i: Nämnaren. - Göteborg : Nationellt centrum för matematikutbildning (NCM). - 0348-2723. ; 30:2, s. 36-41
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Tidskriftsartikel (populärvet., debatt m.m.)abstract
- Den regelbundna femhörningen, pentagonen, är ett enkelt geometriskt objekt som innehåller förvånansvärt mycket matematik. Från detta objekt kan man konstruera flera andra som trianglar och femuddiga stjärnor. Gemensamt för alla dessa figurer är att de har starka anknytningar till det gyllene snittet. Från pentagonen kan man även konstruera ett tredimensionellt objekt – en gyllene pyramid.
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