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- Juter, Kristina, 1971-
(författare)
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Conceptual change and connections in analysis
- 2010
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Ingår i: Proceedings of the Sixth Congress of the European Society for Research in Mathematics Education. January 28th - February 1st 2009, Lyon (France). - Lyon : Institut national de recherché pédagogique. ; , s. 2276-2285
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Konferensbidrag (refereegranskat)
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- Juter, Kristina, 1971-
(författare)
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Statistiska begrepp och uttrycksformer
- 2013
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Ingår i: Nämnaren. - 0348-2723. ; :4, s. 21-26
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- Statistik är ett matematikinnehåll som inbjuder till såväl tematiskt arbete som ämnesintegrerat. Redan i statistikens historiska barndom insåg man vikten av presentationen. I den här artikeln som främst riktas till åk 4-6 diskuteras olika uttrycksformer i undervisningen om statistik.
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- Juter, Kristina, 1971-
(författare)
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Students’ perceptions of limits
- 2010
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Ingår i: The First Sourcebook on Nordic Research in Mathematics Education, Norway, Sweden, Iceland, Denmark and contributions from Finland.. - Charlotte : Information Age Publishing.
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 10. |
- Juter, Kristina, 1971-
(författare)
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The validity of students' conceptions of differentiability and continuity
- 2012
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Ingår i: Evaluation and comparison of mathematical achievement. - Linköping : Svensk förening för MatematikDidaktisk Forskning - SMDF. - 9789197393485 ; , s. 121-130
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Konferensbidrag (refereegranskat)abstract
- University students’ conceptions of differentiability, continuity and relations between the concepts were studied to reveal their choices of representations and their strategies to justify their relational claims. Questionnaires and interviews were used to collect data (questionnaires in the part presented here). The results were analysed and categorized through a framework based on Skemp’s (1976) definitions of relational and instrumental understanding, and Tall’s (2004) three worlds of mathematics. The students showed ambiguous representations opposing their own statements in some cases. The most common feature among the students to describe a continuous function was incorrect implying a need to develop the students’ concept images in that area.
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