| 1. |
- Hansson, Örjan
(författare)
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Preservice teacher's conceptions of the function concept and its significance in mathematics
- 2007
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Ingår i: Relating practice and research in mathematics education. - Trondheim : Tapir Academic Press. - 9788251922128 ; , s. 271-285
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Konferensbidrag (refereegranskat)abstract
- The purpose of this paper is to examine preservice teachers’ conceptions of the function concept as well as their conceptions of the significance of functions in mathematics. A further purpose is to study the effects of an intervention regarding the function concept. Two groups of preservice teachers who are specializing in mathematics and science are participating in the study. The findings indicate changes, firstly in the preservice teachers’ view on the function concept related to the intervention, and secondly with respect to different themes of relevance in their reasoning on the significance and presence of functions in various contexts.
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| 2. |
- Hundeland, Per Sigurd, et al.
(författare)
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Teachers and researchers inquiring into mathematics teaching and learning : the case of linear functions
- 2007
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Ingår i: Relating practice and research in mathematics education. - Trondheim : Tapir Academic Press. - 9788251922128 ; , s. 299-310
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Konferensbidrag (refereegranskat)abstract
- The teachers in this study are participants in the LCM1- (Learning Communities in Mathematics) project run at Agder University College. The project emphasises the development of communities of teachers and researchers focused on inquiry in mathematics and teaching. This paper deals with a well-planned lesson in an eleventh grade class in a Norwegian upper secondary school. We will present data that illustrate how the teachers intervened to reach certain goals that had been identified through the planning process. These interventions identified discourses, which showed that there was a discrepancy between how the teachers interpreted and used a certain word for a mathematical concept and how the students interpreted the same word. Our findings illuminate common challenges faced when trying to build a community of inquiry in the classroom.
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| 3. |
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| 4. |
- Kislenko, Kirsti, et al.
(författare)
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Mathematics is important but boring : students' beliefs and attitudes towards mathematics
- 2007
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Ingår i: Relating practice and research in mathematics education. - Trondheim : Tapir Academic Press. - 9788251922128 ; , s. 349-360
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Konferensbidrag (refereegranskat)abstract
- Students' beliefs and attitudes towards mathematics teaching and learning is the focus of the study described in this paper. Some preliminary results from research carried out in Norway in 2005 are given, which focus on first year students in upper secondary school. The answers from the ninth grade students in 2005 are briefly compared with students' responses from 1995 when corresponding data was collected within the KIM project in Norway. Both of these studies use a questionnaire elaborated in 1995. Some of the aspects related to a similar study amongst Estonian students, that will take place in spring 2006, are also discussed.
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