| 1. |
- Hansson, Lena, 1975-, et al.
(författare)
-
Curriculum emphases, mathematics and teaching practices : Swedish upper-secondary physics teachers’ views
- 2021
-
Ingår i: International Journal of Science and Mathematics Education. - 1571-0068 .- 1573-1774. ; 19, s. 499-515
-
Tidskriftsartikel (refereegranskat)abstract
- This article addresses physics teachers’ views about physics teaching in upper-secondary school. Their views have been investigated nationwide through a web-based questionnaire. The questionnaire has been developed based on several published instruments and is part of an ongoing project on the role of mathematics in physics teaching at upper-secondary school. The selected part of the results from the analysis of the questionnaire reported on here cross-correlate physics teachers’ views about aims of physics teaching with their view of physics classroom activities, and perceived hindrances in the teaching of physics. 379 teachers responded to the questionnaire (45% response rate). The result indicates that teachers with a high agreement with a Fundamental Physics curriculum emphasis regarded mathematics as a problem for physics teaching, whereas teachers with high agreement with the curriculum emphases Physics, Technology and Societyor Knowledge Development in Physics did not do so. This means that teachers with a main focus on fundamental theories and concepts believe that mathematics is a problem to a higher extent than teachers with main focus on the role of physics in society and applied aspects or physics knowledge development do. Consequences for teaching and further research are discussed.
|
|
| 2. |
|
|
| 3. |
- Juter, Kristina, 1971-
(författare)
-
Analys av analysen på lärarutbildningen
- 2002
-
Ingår i: Dokumentation av 12:e matematikbiennalen. - Linköping : Univ.. ; , s. 104-105
-
Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- En studie av studenternas uppfattning av derivator och integraler på lärarutbildningsprogrammet mot år 4-9 i grundskolan presenteras. Hur påverkas studenternas begreppsuppfattning av undervisningen? Undersökningar före och efter undervisningen som består av olika moment som föreläsningar, datorövningar, räkneövningar, gruppövningar, projektarbete och annat redovisas.
|
|
| 4. |
|
|
| 5. |
- Juter, Kristina, 1971-
(författare)
-
Conceptual change and connections in analysis
- 2010
-
Ingår i: Proceedings of the Sixth Congress of the European Society for Research in Mathematics Education. January 28th - February 1st 2009, Lyon (France). - Lyon : Institut national de recherché pédagogique. ; , s. 2276-2285
-
Konferensbidrag (refereegranskat)
|
|
| 6. |
- Juter, Kristina, 1971-
(författare)
-
Development of students' concept images in analysis
- 2009
-
Ingår i: Nordisk matematikkdidaktikk. - Göteborg : NCM, Göteborgs universitet. - 1104-2176. ; 1:4, s. 65-87
-
Tidskriftsartikel (refereegranskat)abstract
- Students’ pre-knowledge and conceptual development in analysis were investigated at a teacher education program to reveal what pre-knowledge endured and how the students perceived the concepts a year after the course had ended. Questionnaires and interviews were used to collect data. Two students’ results are presented in more detail in the article. The study was cognitively framed with the influence of situated theories to take as many aspects of concept development into account as possible. The students showed numerous connections between concepts, but they were often unable to discern valid links from invalid links. The perceived richness from many connections causes unjustifiably strong self-confidence which prevents further work with the concept. A tool for classification of the students’ connections between concepts resulted from the analysis.
|
|
| 7. |
|
|
| 8. |
|
|
| 9. |
- Juter, Kristina, 1971-
(författare)
-
High achieving students’ conceptions of limits
- 2006
-
Ingår i: Proceedings of the Conference of the International Group for the Psychology of Mathematics Education (30th, Prague, Czech Republic, July 16-21, 2006). Volume 1. - Prague : Charles university. ; , s. 1:265-
-
Konferensbidrag (refereegranskat)abstract
- Students learning limits of functions perceive and treat limits differently. A study on students’ conceptual development of limits of functions was conducted at a Swedish university (Juter, 2006). The results imply differences in high achieving and low achieving students’ work with limits, but also a lack of differences at some points. The students’ developments and abilities were studied in terms of concept images (Tall & Vinner, 1981) in the sense that their actions, such as problem solving and reasoning, were considered traces of their mental representations of concepts. A concept image of a concept comprises all mental representations of that concept and is linked to related concepts in a web. As could be expected, high achieving students’ abstraction abilities were more developed than other students’. The former group were to a much higher degree than the latter able to link theory to problem solving and explain the meaning of, for example, the limit definition. The students were studied during a semester and there were similarities of the high achieving students’ developments with the historical development of limits that the other students did not reveal. Several similarities were linked to abstraction and formality. Students with positive attitudes to mathematics in general were better limit problem solvers. Most of the high achieving students thought that they had control over the concept of limits, but many of the low achieving students also claimed to have control even if that was not the case. An unjustifiably strong self confidence can prevent students from further work on erroneous or incomplete parts of their concept images. There were no clear patterns of students’ mental representations of limits as exact values or approximations, limits as objects or processes, and limits as attainable or unattainable for functions. Of the 15 students interviewed, only two showed a coherent trace of their concept images. Both students were high achievers. The lack of patterns in all students’ concept images, particularly in the high achievers’, points to the complex nature of limits and the challenge to teach and learn limits.
|
|
| 10. |
|
|
