| 1. |
- Hansson, Lena, 1975-, et al.
(författare)
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Curriculum emphases, mathematics and teaching practices : Swedish upper-secondary physics teachers’ views
- 2021
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Ingår i: International Journal of Science and Mathematics Education. - 1571-0068 .- 1573-1774. ; 19, s. 499-515
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Tidskriftsartikel (refereegranskat)abstract
- This article addresses physics teachers’ views about physics teaching in upper-secondary school. Their views have been investigated nationwide through a web-based questionnaire. The questionnaire has been developed based on several published instruments and is part of an ongoing project on the role of mathematics in physics teaching at upper-secondary school. The selected part of the results from the analysis of the questionnaire reported on here cross-correlate physics teachers’ views about aims of physics teaching with their view of physics classroom activities, and perceived hindrances in the teaching of physics. 379 teachers responded to the questionnaire (45% response rate). The result indicates that teachers with a high agreement with a Fundamental Physics curriculum emphasis regarded mathematics as a problem for physics teaching, whereas teachers with high agreement with the curriculum emphases Physics, Technology and Societyor Knowledge Development in Physics did not do so. This means that teachers with a main focus on fundamental theories and concepts believe that mathematics is a problem to a higher extent than teachers with main focus on the role of physics in society and applied aspects or physics knowledge development do. Consequences for teaching and further research are discussed.
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| 2. |
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| 3. |
- Juter, Kristina, 1971-, et al.
(författare)
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Mathematics and physics at upper secondary school: an analysis of two lectures
- 2021
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Ingår i: <em>Sustainable mathematics education in a digitalized world</em>. - Göteborg : Nationellt centrum för matematikutbildning (NCM). - 9789198402445 ; , s. 264-264
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- A physics lecture and a mathematics lecture, by the same teacher and partly the same students, were studied at upper secondary school. Both lectures covered ordinary differential equations. The main aim of the present paper was to investigate the teacher’s different and similar ways to handle related mathematical content in the two school subjects. The findings show a structural use of mathematics with an analytical approach in mathematics and an applied approach in relation to formulas in physics. This study is part of a larger study about mathematics in physics education funded by the Swedish research council.
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| 4. |
- Juter, Kristina, 1971-
(författare)
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Pre-service teachers’ explanations of division by zero and denseness of the number line
- 2021
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Ingår i: <em>Sustainable mathematics education in a digitalized world</em>. - Göteborg : Nationellt centrum för matematikutbildning (NCM). - 9789198402445 ; , s. 260-260
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Students’ beliefs about division by zero and numbers on the number line were studied through explanations of the concepts in questionnaires and interviews during their teacher education to become primary school teachers in the years 4–6. The concepts were chosen for students’ proven cognitive challenges in coping with them, with the aim to add to the existing knowledge in terms of specific and general explanation types. General and specific parts of the students’ concept images were contradictory in several cases and the examples used for explaining were often based on other mathematical structures than the ones explained, e.g. 2/1 instead of 2/0 or a finite decimal recitation instead of an infinite one.
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| 5. |
- Redfors, Andreas, 1961-, et al.
(författare)
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Physics teaching and the role of mathematics in Swedish upper-secondary school
- 2021
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The aim of this three-year study is to further contribute to the understanding of how relations between Reality – Theoretical models – Mathematics are communicated in Swedish upper-secondary physics. A developed analytical framework (Hansson, Hansson, Juter, & Redfors, 2015; 2019) is used to focus the analysis of the classroom communication on relations made (by teachers and students) between Reality – Theoretical models – Mathematics. The framework, results from an online survey to Swedish upper-secondary teachers on views of physics, mathematics and physics teaching, and results from classroom studies at upper secondary school will be reported on and discussed at the conference.
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