| 1. |
- Andrews, Paul, 1954-
(författare)
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The teaching of linear equations : Comparing effective teachers from three high achieving European countries
- 2011
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Ingår i: Proceedings of the Seventh Congress of the European Society for Research in Mathematics Education. - Rzeszów : University of Rzeszów. - 9788373386839 ; , s. 1555-1564
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Konferensbidrag (refereegranskat)abstract
- On various international tests of achievement Finnish, Flemish and Hungarian students have been amongst the more successful in Europe. Linear equations, a topic students traditionally find difficult, is a key topic in the transition from mathematics as inductive and concrete to deductive and abstract. This paper, by means of an analysis of video-taped lessons taught by case study teachers, one from each of Finland, Flanders and Hungary, examines comparatively how teachers defined locally as effective construct opportunities for their students to learn the mathematics of linear equations. The findings show that all three teachers acted in ways contrary to received research wisdom, exploiting the balance scale as the key metaphor for inducting students into the solution processes of algebraic equations.
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| 2. |
- Asami-Johansson, Yukiko, 1964-
(författare)
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A study of a problem solving oriented lesson structure in mathematics in Japan
- 2011
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Ingår i: Proceedings of the seventh Congress of the European Society for Research in Mathematics Education<em> </em>(CERME 7). - Rzeszów, Poland : University of Rzeszów. - 9788373386839
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Konferensbidrag (refereegranskat)abstract
- This paper presents and analyses “Mondaikaiketsu no jugyou” which translates to “the problem solving oriented – approach”. It is a set of didactic techniques with the aim of motivating the students’ positive attitude toward engaging in mathematical activities and fostering mathematical thinking. As an analytical tool, The Anthropological Theory of Didactics (ATD) will be applied.
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| 3. |
- Attorps, Iiris, 1955-, et al.
(författare)
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The use of mathematics software in university mathematics teaching
- 2011
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Ingår i: The proceedings of the Seventh Congress of the European Society for Research in Mathematics education. Poland. University of Rzeszow.. - 9788373386839 ; , s. 2188-2197
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Konferensbidrag (refereegranskat)abstract
- In this paper we report on a teaching experiment regarding the definite integral concept in university mathematics teaching. The experiment was carried out at a Swedish university by using the free dynamic mathematics software GeoGebra. In our theoretical framework we apply Variation Theory, originating in the phenomenographic research tradition. The data of this study consist of the lecture plan and the engineering students’ answers to pre and post tests. In the analysis of the data we applied statistical methods. The experiment revealed that by using GeoGebra it is possible to create learning opportunities of the definite integral concept that support the students’ learning.
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| 4. |
- Bergholm, Marie
(författare)
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TEACHERS` ENDORSED AND ENACTED NARRATIVES TO PROMOTE MATHEMATICAL COMMUNICATION
- 2011
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Ingår i: PROCEEDINGS OF THE SEVENTH CONGRESS OF THE EUROPEAN SOCIETY FOR RESEARCH IN MATHEMATICS EDUCATION (CERME 7). - : UNIV RZESZOW PUBLISHING HOUSE. - 9788373386839 ; , s. 2940-2941
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Konferensbidrag (refereegranskat)abstract
- Ongoing study with the purpose of identifying teachers` strategies, tools and settings to give the students opportunities to participate in mathematical discourse. Several research methods are used to catch and compare the teachers` and students` discourse of mathematic. The study is guided by the commognitive framework and in this part teacher interviews are analyzed by a hermeneutic approach.
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| 5. |
- Bergsten, Christer, 1949-
(författare)
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Why do students go to lectures?
- 2011
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Ingår i: Proceedings of the Seventh Congress of the European Society for Research in Mathematics Education. - Rzeszów, Poland : University of Rzeszów, Poland. - 9788373386839 ; , s. 1960-1970
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Konferensbidrag (refereegranskat)abstract
- This paper investigates, from a student perspective, the fact that, despite arguments put forward against the educational value of large group lectures, this teaching format prevails and attracts students in undergraduate mathematics education.
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| 6. |
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| 7. |
- Lundberg, Anna L.V. 1967
(författare)
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Proportion in Mathematics Textbooks in Upper Secondary School
- 2011
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Ingår i: In M. Pytlak, E. Swoboda and T. Rowland (Eds.) Proceedings of the 7th Congress of the European Society for Research in Mathematics Education. - 9788373386839 ; , s. 336-345
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Konferensbidrag (refereegranskat)abstract
- Proportional reasoning and knowledgeof proportion are prerequisites for success in higher studies in mathematics. The aim of this paper is to investigate what possibilities Swedish upper secondary school textbook tasks offer students to develop knowledge about proportion during the first course in mathematics. The threetextbooks investigatedin this paper show a variation in ―know – how‖ of proportional reasoning but less variation regarding knowledge about proportion.
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| 8. |
- Raman Sundström, Manya, 1971-, et al.
(författare)
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Two beautiful proofs of Pick's theorem
- 2011
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Ingår i: Proceedings of Seventh Congress of European Research in Mathematics Education. - : University of Rzeszow Publishing House. - 9788373386839 ; , s. 224-232
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Konferensbidrag (refereegranskat)abstract
- We present two different proofs of Pick’s theorem and analyse in what ways might be perceived as beautiful by working mathematicians. In particular, we discuss two concepts, generality and specificity, that appear to contribute to beauty in different ways. We also discuss possible implications on insight into the nature of beauty in mathematics, and how the teaching of mathematics could be impacted, especially in countries in which discussions of beauty and aesthetics are notably absent from curricular documents.
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| 9. |
- van Bommel, Jorryt, 1974-
(författare)
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How to teach Mathematical Knowledge for Teaching
- 2011
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Ingår i: Proceedings of the Seventh Congress of the European Society for Research in Mathematics Education. - Rzeszów : University of Rzeszów. - 9788373386839 ; , s. 3008-3009
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Konferensbidrag (populärvet., debatt m.m.)abstract
- Teachers in mathematics not only need a deep understanding of mathematics but also need knowledge on how to teach the mathematics (Ball & Bass, 2003; Grossman, 1990; Ma & Kessel, 2000). How to teach such Mathematical Knowledge for Teaching (MKT) was the focus for the study described here. Five aspects of MKT were chosen to work with. The goal was to improve student teachers' understanding of the relations between these five aspects, or "interrelating components". The components chosen were: pupils' preconceptions, models for explanation, related (hands on) materials, suitable exercises and curricular knowledge. A Learning Study as a form of design research, was conducted where four critical features concerning MKT were found.
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| 10. |
- Viholainen, Antti, 1977-
(författare)
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The view of mathematics and argumentation
- 2011
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Ingår i: Proceedings of the Seventh Congress of the European Society for Research in Mathematics Education. - : University of Rzeszów. - 9788373386839 ; , s. 243-252
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Konferensbidrag (refereegranskat)abstract
- The view of mathematics affects how the role and function of argumentation is seen. If mathematics is considered as an axiomatic system, arguments have to be based on definitions, axioms and previously proven theorems, and the function of argumentation is mainly to verify and systematise a statement. On the other hand, if mathematics is seen as thinking and learning process, which requires conceptual and holistic understanding, then arguments based on more concrete representations are important. In this latter case, the function of argumentation is to engender understanding by explaining. These two types of argumentation provide a framework, which could also be applied in the design of teaching.
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