| 1. |
- Attorps, Iiris, 1955-, et al.
(författare)
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Teaching Inverse Functions at Tertiary level
- 2013
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Ingår i: CERME 8. - Antalya : Middle East Technical University. ; , s. 2524-2533
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Konferensbidrag (refereegranskat)abstract
- This study is a part of an ongoing research that attempts to explain the relationship between the teachers’ instructional practise and students’ learning in the context of functions and function inverses. The question in this paper is how the use of technology as a pedagogical tool may contribute to the understanding of the inverse function concept. An engineering student group (n =17) was taught functions and inverse functions with the assistance of GeoGebra. In our theoretical framework we apply Variation theory together with the theory of Concept image and Concept definition. The data were gathered by doing a pre and post test concerning inverse functions. Our experiment revealed that students’ concept images in the post test were more developed compared with the results in the pre test.
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| 2. |
- Bråting, Kajsa, Docent, 1975-, et al.
(författare)
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Exemplifying different methodological approaches of analysing textbooks in mathematics
- 2022
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Ingår i: The relation between mathematics education research and teachers' professional development. - Göteborg : Svensk förening för MatematikDidaktisk Forskning - SMDF. - 1651-3274. - 9789198402452 ; 16, s. 125-129, s. 125-129
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Konferensbidrag (refereegranskat)abstract
- In this symposium, we will discuss different ways of analysing mathematics textbooks from a methodological point of view. The discussion will be based on examples from five separate ongoing analyses of Swedish textbooks divided into two methodological approaches; one where analysis is conducted within an established theoretical framework, and one where analytical tools are constructed through combining aspects of different theories. The symposium will be held at the conference MADIF-13.
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| 3. |
- Fredriksdotter, Hanna
(författare)
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Young students’ mathematical argumentation in social interaction : Video-based observations of student-student interaction during everyday work in the mathematics classroom
- 2024
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Previous research indicates that students benefit from engaging in mathematical problem-solving activities together with peers. The aim of this thesis was to increase the knowledge of how social interaction can contribute to shaping young students’ mathematical argumentation. The analysis was based on a dialogical perspective on communication. In particular, an ethnomethodological approach was applied to the analysis of students’ social interaction while engaging in discussions about solutions to mathematical tasks. Students’ contributions to interaction were analysed using Conversation Analysis and multimodal analysis. In addition, the contents of students’ explanations, justifications and generalisations were analysed according to procedures of qualitative content analysis. The empirical material consisted of video recordings of naturally occurring interaction during mathematics lessons in two grade-6 classrooms (i.e., among students who are 11–12 years old). Findings were presented in four studies. Study I indicated that the mathematical argumentation among students working in the same classroom can orient towards very different social and sociomathematical norms. Study II focused on students’ use of different types of justifications, showing that their general arguments consistently built on (and agreed with) results of preceding examinations of particular examples. In Study III, students’ strategies of handling differing proposals were analysed, which showed that students often solicited explanations of peers’ proposals by commenting on or asking questions about them without explicitly criticising them. Moreover, when students conceded to someone else’s proposal and rejected their own, concessions and rejections were marked by affect-laden and/or embodied acts, indicating an urgency to display a change of state. In addition, marking their concessions may be part of students’ ways of displaying independent epistemic access to the mathematical task as well as to the differing proposal. Focusing on students’ methods of co-constructing general arguments, Study IV confirmed the importance of having access to and building on others’ arguments. In addition, Study IV showed how the use of linguistic resources can indicate that students have identified regularities and/or transferred known mathematical facts into a new context.The detailed analysis of students’ argumentation while engaging in mathematical problem solving with peers emphasised the reflexive relation between “social” and “mathematical” aspects of interaction in the mathematics classroom. The analysis also exemplified how young students’ use of justifications can be a first stage in developing an understanding of formal mathematical proof.
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| 4. |
- Hernandez-Martinez, Paul, et al.
(författare)
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"I'm still making dots for them" : mathematics lecturers' views on their mathematical modelling practices
- 2021
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Ingår i: International Journal of Mathematical Education in Science and Technology. - : Taylor & Francis. - 0020-739X .- 1464-5211. ; 51:2, s. 165-177
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Tidskriftsartikel (refereegranskat)abstract
- Using Cultural-Historical Activity Theory, we analyze lecturers’ views on the aims and teaching practices of mathematical modelling (MM) education in Norway and England. We aim to expose the tensions that exist within the activity of teaching MM at university, such as those between multiple, sometimes competing, aims for teaching MM, or between the lecturers’ professional identities and the structure of university degrees. Our conceptualization of these tensions might help lecturers consider how to overcome obstacles in their own contexts.
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| 5. |
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| 6. |
- Hogstad, Ninni Marie, et al.
(författare)
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An exploration of students’ discourse using Sim2Bil within group work : A commognitive perspective
- 2017
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Konferensbidrag (refereegranskat)abstract
- This paper reports on critical aspects of three engineering students’ discourse in group work using a digital tool called Sim2Bil while solving mathematical tasks. Applying a commognitive perspective, where mathematical discourse is characterized by words used, visual mediators applied, narratives developed and routines established, we investigate how these characteristics are influenced by the technological environment. It is found that all of the aspects of the students’ discourse are influenced by Sim2Bil. For instance, a “trial and error” routine directly connected to the use of the tool is present in the students’ discourse.
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| 7. |
- Hällback, Matilda, 1989-, et al.
(författare)
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A praxeological comparison of algebra content in vocational and academic preparatory programmes in Sweden
- 2022
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Ingår i: Twelfth Congress of the European Society for Research in Mathematics Education (CERME12). - : European Society for Research in Mathematics Education. - 9791221025378
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Konferensbidrag (refereegranskat)abstract
- We compare the algebra content in the Swedish upper secondary syllabi for higher educational preparatory (HEP) and vocational educational and training (VET) programmes. The study is theoretically embedded in the Anthropological Theory of the Didactic (ATD), where praxeology is used as an analytical tool. The results reveal that the algebra content in the VET programmes is more focused on praxis (‘know-how’) aspects compared to the HEP programmes, in which the balance between praxis and logos (‘know-why’) aspects is more even. We discuss the results in view of students’ opportunities to develop algebraic knowledge within the framework of the given syllabi.
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| 8. |
- Nardi, E., et al.
(författare)
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Commognitive analyses of the learning and teaching of mathematics at university level : The case of discursive shifts in the study of Calculus
- 2014
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Ingår i: Research in Mathematics Education. - : Informa UK Limited. - 1479-4802 .- 1754-0178. ; 16:2, s. 182-198
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Tidskriftsartikel (refereegranskat)abstract
- In this paper we outline the main tenets of the commognitive approach and we exemplify its application in studies that investigate the learning and teaching of mathematics at university level. Following an overview of such applications, we focus on three studies that explore fundamental discursive shifts often occurring in the early stages of studying Calculus. These shifts concern the lecturers' and students' communicative practices, routines of constructing mathematical objects and ways of resolving commognitive conflicts. We then propose that commognitive constructs such as subjectification can be deployed towards 'scaling-up' the hitherto fine-grained focus of commognitive analyses. Finally, we conclude with observing how the commognitive approach relates to constructs from other sociocultural approaches to research in university mathematics education, such as "legitimate peripheral participation" from the theory of Communities of Practice and "didactic contract" from the Theory of Didactic Situations. © 2014 © 2014 British Society for Research into Learning Mathematics.
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| 9. |
- Rogovchenko, Yuriy, et al.
(författare)
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Joy of mathematical modelling : A forgotten perspective?
- 2020
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Ingår i: Mathematical modelling education and sense-making. - Cham : Springer International Publishing. ; , s. 95-106
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- We argue the relevance of including an affective perspective in the mathematical modelling education research and emphasise its importance for the teaching and learning of mathematical modelling at all levels, especially at the university. Our argument is supported by a recent survey of mathematics lecturers’ views on mathematical modelling, several follow-up interviews, and a review of literature on mathematical modelling that relates to enjoyment, pleasure, and appreciation. Findings from the survey and the follow-up interviews indicate that there is a group of practitioners who hold strong views on the importance of enjoyment in doing and teaching mathematical modelling.
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| 10. |
- Tetaj, Floridona, et al.
(författare)
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A case study on mathematical routines in undergraduate biology students’ group-work
- 2019
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Ingår i: Eleventh Congress of the European Society for Research in Mathematics Education. - : Freudenthal Group.
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Konferensbidrag (refereegranskat)abstract
- In this paper, we investigate the mathematical discourse of undergraduate biology students when working on biology tasks. Our data consists of students’ and the lecturer’s discussion when working on two tasks in an Evolutionary Biology course. In our analysis we make use of the commognitive framework and focus on the use of mathematical routines. We observed that although the overall aim of students’ engagement with routines was exploratory, the way they engaged with mathematical routines when working on biology tasks was ritualized. However, students were aware of the need of using construction routines when trying to mathematize a biological phenomenon although the lack of familiarity with relevant construction routines constrained their ability to deal with certain task situations.
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