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- Attorps, Iiris, 1955-, et al.
(författare)
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Is there always truth in equation?
- 2009
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Ingår i: Nordic Research in Mathematics Education. Proceedings from NORMA 08. - Rotterdam : Sense Publishers. ; , s. 143-149
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Konferensbidrag (refereegranskat)abstract
- In this study we analyse conceptions that prospective teachers in mathematics have about equations and how these conceptions are related to the truth value (of mathematical statements). Our phenomenographic research reveals that there exists a large variety of fundamentally different conceptions about equations and that in students’ actual concept image of equation it is commonly assumed that a mathematical expression must possess the truth value ‘true’ in order to be an equation in spite of the fact that any consideration related to the truth value only rarely appears in concept definitions given by students.
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| 2. |
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| 3. |
- Attorps, Iiris, 1955-, et al.
(författare)
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The Learning Study Model and the Teaching of the Definite Integral Concept
- 2010
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Ingår i: <em></em>Reports and Studies in Education, Humanities, and Theology. - Joensuu : University of Eastern Finland. ; , s. 77-86
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Konferensbidrag (refereegranskat)abstract
- In recent years, there have been several studies in mathematics education basing on the variation theory and the model of Learning Study that involves co-operation between teachers and researchers in an iterative process. Most of these studies have focused on the teaching and learning of elementary school mathematics rather than topics in advanced mathematics. In this paper, we discuss some challenges and possibilities of the Learning Study model and the variation theory when developing the teaching of mathematics at advanced levels. More precisely, we report on a series of teaching experiments on the definite integral concept. The experiments were carried out at a Swedish university. The data of this study consists of the documents on the observation of three lectures and the students’ answers to pre and post tests. Both engineering and teacher students participated. In the analysis of the data, we applied statistical methods. Although the series consisted only of three lectures, it revealed that the students’ understanding about certain – but not necessarily all – aspects of the definite integral concept can be enhanced by using the Learning Study model.
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