| 1. |
- Moberg, Christina, et al.
(författare)
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De unga gör helt rätt när de stämmer staten
- 2022
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Ingår i: Aftonbladet. - 1103-9000.
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Tidskriftsartikel (populärvet., debatt m.m.)abstract
- 1 620 forskare och lärare i forskarvärlden: Vi ställer oss bakom Auroras klimatkrav
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| 2. |
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| 3. |
- Björklund, Camilla, et al.
(författare)
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Matematikkundervisning
- 2013
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Bok (övrigt vetenskapligt/konstnärligt)abstract
- Denna boken är skriven av en grupp erfarna norska och svenska lärarutbildare i matematik. Boken bygger på utprövad erfarenhet - såväl egen som andras - och på aktuell, relevant forskning i matematikdidaktik. Texten väver samman matematik och matematikdidaktik, det vill säga ämnet som det undervisas i och frågor om hur ämnet kan läras och undervisas. Boken innehåller det som är absolut viktigast att få med sig i den grundläggande lärarutbildningen i matmatik.
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| 4. |
- Grevholm, Barbro, et al.
(författare)
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Lära och undervisa matematik : från förskoleklass till åk 6
- 2012
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Bok (övrigt vetenskapligt/konstnärligt)abstract
- Lära och undervisa matematik - från förskoleklass till åk 6 är en grundbok i matematik och matematikämnets didaktik. Den vänder sig till lärarstuderande och till verksamma lärare som vill aktualisera sina kunskaper och ta del av den senaste forskningen samt sätta sig in i de nya kursplanerna och kunskapskraven i matematik.
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| 5. |
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| 6. |
- Häggström, Johan, et al.
(författare)
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Talloppfatning, aritmetikk og algebra
- 2013
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Ingår i: Matematikkundervisning 1-7. - : Cappelen Damm Akademisk. - 9788202405458 ; , s. 87-145
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 7. |
- Markkanen, Peter, 1964-
(författare)
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"Tekniken utan en lärare är ingenting" : En studie om användande av teknik i geometriundervisning
- 2014
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Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Målet med denna avhandling är att bidra med kunskap om hur digital teknik kan bidra till att utveckla matematikundervisning. I studien riktades intresset mot undervisning i tredimensionell geometri som skedde med stöd av interaktiva skrivtavlor. Syftet varatt studera hur läraren utnyttjar tekniken för att skapa matematiska situationer vilka kan möjliggöra lärande. Studien har en etnografisk inriktning där forskaren under fem veckor följdeen lärares teknikunderstödda undervisning i en klass i årskurs 9. Det empiriska materialet samlades in genom videounderstödd observation, intervju med läraren, fokusgruppsintervjuer med elever samt elevtester. Detta materialanalyserades med fokus på desätt på vilka läraren utnyttjar tekniken för att lyfta fram och arbetamed det matematiska innehållet. Resultatet visar att läraren utnyttjar flertalet strategier som tekniken erbjuder för att representera det matematiska innehållet och med teknikens hjälp växla mellan olika representationsformer, t.ex. genom att bearbeta, flytta och klona geometriska figurer. Läraren är överlag positiv till användande av teknik i matematikundervisningen, och de fördelar med tekniken som hon lyfter fram är att den hjälper och understödjerhenne utifrån de behov som uppstår i undervisningen och ger henne fler verktyg att belysa sådant som en del elever kan ha svårt att få syn på. Resultatet visar även att det fordras mycket arbete av läraren att sätta sig in i teknikens möjligheter och anpassa dessa till den egna undervisningen. Även eleverna är positiva till undervisning som sker med stöd av teknik då de menar att det hjälper dem att skapa sig en förståelse för tredimensionell geometri. Detta stärks av resultaten på det uppföljandetest som genomfördes efter arbetsområdet vilket visar att eleverna på ett påtagligt sätt utvecklat sin förståelse för geometriska begrepp.
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| 8. |
- 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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| 9. |
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Nordic research in didactics of mathematics : Past, present and future
- 2013
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Samlingsverk (redaktörskap) (övrigt vetenskapligt/konstnärligt)abstract
- Nordic research in didactics of mathematics: past, present and future contains a number of chapters about research in didactics of mathematics in the Nordic countries. It provides many examples, useful for both educators and student teachers, which can be directly connected to work in the classroom. The chapters are written by experienced teacher educators, researchers and doctoral students. Taken together these chapters give an overview of what is going on in mathematics education in the Nordic countries and its roots, and indicate as well some of the possible actions and activities.
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| 10. |
- Olsson, Pär A T, 1981-, et al.
(författare)
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Ab initio investigation of monoclinic phase stability and martensitic transformation in crystalline polyethylene
- 2018
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Ingår i: Physical Review Materials. - : American Physical Society. - 2475-9953. ; 2:7, s. 7-13
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Tidskriftsartikel (refereegranskat)abstract
- We study the phase stability and martensitic transformation of orthorhombic and monoclimic polyethylene by means of density functional theory using the nonempirical consistent-exchange vdW-DF-cx functional [Phys. Rev. B 89, 035412 (2014)]. The results show that the orthorhombic phase is the most stable of the two. Owing to the occurrence of soft librational phonon modes, the monoclimic phase is predicted not to be stable at zero pressure and temperature, but becomes stable when subjected to compressive transverse deformations that pin the chains and prevent them from wiggling freely. This theoretical characterization, or prediction, is consistent with the fact that the monoclimic phase is only observed experimentally when the material is subjected to mechanical loading. Also, the estimated threshold energy for the combination of lattice deformation associated with the T1 and T2 transformation paths (between the orthorhombic and monoclimic phases) and chain shuffling is found to be sufficiently low for thermally activated back transformations to occur. Thus, our prediction is that the crystalline part can transform back from the monoclimc to the orthorhombic phase upon unloading and/or annealing, which is consistent with experimental observations. Finally, we observe how a combination of such phase transformations can lead to a fold-plane reorientation from {110} to {100} type in a single orthorhombic crystal.
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