| 1. |
- Jönsson, Per, et al.
(författare)
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IKT i matematikundervisningen
- 2010
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Ingår i: Datorn i utbildningen. - 1100-3650. ; :2, s. 33-34
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Tidskriftsartikel (populärvet., debatt m.m.)abstract
- För att kunna utnyttja IKT fullt ut måste lärarna ges möjligheter att testa teknologin, få planeringsunderlag och utprovat material samt bli delaktiga i nätverk, där man kan dela sina erfarenheter.
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| 2. |
- Jönsson, Per, et al.
(författare)
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Matematik och det nya medialandskapet : nationell webbplats för IKT
- 2010
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Ingår i: Nämnaren. - : NCM och Nämnaren. - 0348-2723. ; :1, s. 81-84
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Tidskriftsartikel (populärvet., debatt m.m.)abstract
- Möjligheterna att använda informations- och kommunikationsteknologi (IKT) som stöd och som en resurs i matematikundervisningen ökar alltmer. Samtidigt är många lärare osäkra på hur man på bästa sätt utnyttjar denna resurs. För att stödja, stimulera och utveckla användningen av IKT kommer NCM i samarbete med projektet Matematik för den digitala generationen att bygga upp en ny webbplats med inriktning mot IKT i matematikundervisningen.
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| 3. |
- Mehanovic, Sanela
(författare)
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Dynamic Geometry Systems in Upper Secondary Mathematics : The Didactical Potential of the Dynamic Software GeoGebra and How Teachers Utilize it
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Annan publikation (övrigt vetenskapligt/konstnärligt)abstract
- Upper secondary teachers were asked to make an introduction of integrals and prepare integral tasks for students at the upper secondary level. The teachers were asked to construct this material by using the dynamic geometry software GeoGebra. Through an analysis of the introductions and tasks produced by the teachers and their interview response the teachers’ perception and utilization of the didactical potential of GeoGebra was investigated. The results of the study have shown that teachers in the experimental group encountered obstacles that prevented them from utilizing the full potential of the software in their teaching of integrals. With respect to their nature three different types of obstacles have been distinguished by the teachers in this study: epistemological, technical- and didactical obstacles.
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| 4. |
- Mehanovic, Sanela, et al.
(författare)
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Integraler – undersökande arbetssätt med GeoGebra
- 2010
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Ingår i: Nämnaren. - : Nämnaren, NCM, Göteborg universitet. - 0348-2723. ; :4
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Tidskriftsartikel (populärvet., debatt m.m.)abstract
- GeoGebra är ett matematikprogram utvecklat för att användas i matematikundervisningen från grundskola till universitetsnivå. Programmet är översatt till mer än 40 språk, bl.a. till svenska av Jonas Enlund och Thomas Lingefjärd. Här följer ett exempel på hur GeoGebra kan användas inom gymnasiets matematikkurs D, avsnitt Integraler.
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| 5. |
- Mehanovic, Sanela, et al.
(författare)
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Integration av IKT i matematikundervisningen : möjligheter och utmaningar
- 2011
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Ingår i: Datorn i utbildningen. - : Föreningen Datorn i utbildningen. - 1100-3650. ; :4, s. 38-40
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Tidskriftsartikel (populärvet., debatt m.m.)abstract
- Det är dags att flytta fokus från införskaffandet av datorer till integration av IKT i undervisningen, menar Per Jönsson och Sanela Mehanovic, Malmö högskola.
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| 6. |
- Mehanovic, Sanela, et al.
(författare)
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Investigating how to design interactive learning environments to support students’ learning of upper secondary and university math
- 2012
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Ingår i: Proceedings of the 20th International Conference on Computers in Education ICCE2012. - : National Institute of Education, Nanyang Technological University, Singapore. ; , s. 782-786
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Students’ difficulties in learning of mathematics have for a long time, been investigated by researchers in different fields. Within educational research there are claims that technological tools appropriately integrated in students’ mathematical work can support their understanding of a wide range of concepts in mathematics. This paper reports on the initial investigation for the design of Interactive Learning Environments (ILE) to support students’ learning of mathematics. The project is guided by the notion of Design Based Research (DBR) and aims to explore how to design ILE that support students’ understanding of integrals in particular. The initial study was conducted at a Swedish university with 10 students in 4 groups. The study confirmed difficulties in students’ understanding of integrals as reported in educational literature and provides a set of design aims for the next iteration of the ILE to support the learning.
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| 7. |
- Mehanovic, Sanela
(författare)
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The Potential and Challenges of the Use of Dynamic Software in Upper Secondary Mathematics : Students’ and Teachers’ Work with Integrals in GeoGebra Based Environments
- 2011
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Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- An introduction of computer software into mathematics classrooms makes the didactical situation more complex compared with previous learning environments (Blomhøj, 2005). A technological tool becoming a mathematic work tool in the hands of the students is a process that has turned up unexpectedly complex (Artigue, 2002). In addition to this problem, the teachers as the users of the tool go through the same process, while, at the same time, trying to integrate the tool into their teaching activities in a meaningful way. For these reasons it seems important to contribute to the research focused on the learning and teaching conditions in environments, where computer software is newly introduced, in order to better understand impacts of the introduction of different software in mathematics classrooms.In this study the dynamic mathematical software GeoGebra was used. GeoGebra is freely available for a number of platforms and has drawn much attention during the last years with growing user communities (www.GeoGebra.org). However, being generally available just recently, there are, comparatively, few studies on the use of GeoGebra in classroom settings.In this thesis the introduction and integration of GeoGebra was investigated in two studies with different perspectives. In the first study students’ work with GeoGebra in their mathematical activities related to the integral concept has been researched. In the second study teachers’ utilization of the didactical potential has been investigated. The results of the two studies show that GeoGebra as a mathematical tool in the hands of the students and the teachers can have a significant role in supporting their mathematical work if exploited in a, from a didactical perspective, adequate way. A learning and teaching environment based on GeoGebra bring with it a possibility to work with mathematical concepts in a broader way compared with blackboard based classrooms. GeoGebra’s facilities makes it possible to communicate mathematics in different ways and expressing mathematical concepts in different representations in a more direct way than in non dynamical environments. Communicating mathematics in different ways and expressing mathematics knowledge through different representations is of significant importance for students, not least in relation to the new curriculum for mathematics in Sweden (The Swedish National Agency for Education, 2011), where these aspects are explicitly named as aims for students to work towards.On the other hand, the investigations also showed that the introduction and the integration of GeoGebrawas a complex process for both the students and the teachers in this research. The introduction and integration of the software in the students’ mathematical activities made the didactical situation more complex and a differentiation of students’ work with the software was observed. For some students the use of the software seemingly supported their mathematical work, and at the same time for some students the result was the opposite; the use of the software was seen as a disturbing factor in their mathematical activities. When it comes to the study of teachers’ work with GeoGebra the investigations revealed that they encountered different types of obstacles that prevented them from utilizing the full didactical potential of the software in their teaching of mathematics. Three different types of obstacles were identified:technical - a teacher is not able to operate the software in the intended way;epistemological - a teacher is not aware of the didactical potential of GeoGebra and howto exploit it in in a way that supports students’ learning of integrals;didactical - a teacher is not aware of the complexity of technology based environments or he/she is aware of this aspect, but not comfortable with his/her competence in carrying out the process of integration of the software into his/her teaching without external help and support.Even if it is difficult to see the software detached from the context in this research, it seems that many of the obstacles perceived by the teachers in the experimental group, as well as difficulties students perceived in their work with the software, were related to the fact that they were inexperienced with the software and, consequently, lacked in knowledge in how to exploit its features in their mathematical activities. As it seems, the teachers would encounter the same obstacles every time they try to integrate a new, to them unfamiliar, software into their teaching practice. Also many of the students would experience same difficulties if they are not adequately supported in this process. Based on this, there are reasons to believe that problems with integration of GeoGebra into mathematics classrooms identified in this research would be similar in relation to integration of other dynamic mathematic software into mathematics classrooms, or even broader, other types of software as e.g. Computer Algebra Systems (CAS), as long as the integration considers the use of an unfamiliar software.
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| 8. |
- Mehanovic, Sanela
(författare)
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Upper Secondary Students’Work With the DynamicMathematical Software GeoGebra
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Annan publikation (övrigt vetenskapligt/konstnärligt)abstract
- The aim of the study conducted in two upper secondary classes in Sweden was to investigate how students work with and perceive GeoGebra in their learning of the integral concept. Through analysis of data from classroom experiments, the question of differentiation of students’ mathematical work in a GeoGebra based environmentwas investigated. As a result, a model with four different students’ work methods is proposed and discussed in relation to how they interpret the role of GeoGebra in their learning of integrals.
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