| 1. |
- Attorps, Iiris, 1955-, et al.
(author)
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Application of Variation Theory in Teaching and Learning of Taylor Polynomials with GeoGebra
- 2012
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In: Proceedings of the 12th International Congress on Mathematics Education. Seoul. Korea. - Seoul. Korea. ; , s. 3479-3488
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Conference paper (peer-reviewed)abstract
- We report on a teaching experiment regarding Taylor polynomial approximations at the level of university mathematics teaching. The experiment was carried by using the free dynamic mathematics software GeoGebra. A student group (n = 19) was taught Taylor polynomials with the assistance of GeoGebra while a control group (n = 18) was taught in a traditional way. The theoretical assumptions of this study rest on Variation theory. The data were gathered by doing a post test concerning Taylor polynomials. Our experiment revealed that the answers from the GeoGebra group in the post test were more varied compared with the results in the control group.
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| 2. |
- Attorps, Iiris, 1955-, et al.
(author)
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Erfarenheter av ”Learning Studies” som ett pedagogiskt verktyg i skola och högskola
- 2010
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In: Toisensa kohtaavat ainedidaktiikat [Möte med ämnesdidaktik]. - Tampere : Juvenes Print. ; , s. 25-33
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Conference paper (peer-reviewed)abstract
- I detta dokument diskuterar vi pågående projekt i matematikdidaktik vid Högskolan i Gävle. Syftet med projektet är att utveckla och testa metoder för att förbättra lärande i matematik från förskolan till universitetsnivån. Dessutom är syftet att utveckla en forskningsmiljö för lärande i matematik som kan fungera som en plattform för att utveckla lärarnas kompetens i matematik. Den övergripande forskningsfrågan är: Hur påverkar lärarens sätt att hantera lärandeobjekt (t.ex. funktionsbegrepp, integralbegrepp etc.) i klassrummet elevens/studentens lärande? Vilka är de kritiska aspekterna för studenternas lärande? Som ett teoretiskt ramverk använder vi Learning Study modellen designad av Marton et al. (2004). Modellen bygger på variationsteorin (Marton et al. 2004), som härrör från den fenomenografiska forskningstraditionen och som introducerades i Sverige under senare delen av 1960-talet och i början av 1970-talet. Resultaten av studierna antyder bl.a. att det är betydligt enklare att hitta olika typer av konkreta men användbara representationer av lärandeobjektet i undervisningen av den elementära matematiken jämfört med undervisningen av den högre matematiken. Troligen beror det på att universitetsmatematik är mer abstrakt och bygger på den tidigare erhållna kunskapen.
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| 3. |
- Attorps, Iiris, 1955-, et al.
(author)
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Improving undergraduate mathematics teaching
- 2010
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In: The proceedings of MADIF7; The 7th Swedish Mathematics Education Research Seminar, Stockholm, January 26-27, 2010..
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Conference paper (peer-reviewed)
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| 4. |
- Attorps, Iiris, 1955-, et al.
(author)
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Is there always truth in equation?
- 2009
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In: Nordic Research in Mathematics Education. Proceedings from NORMA 08. - Rotterdam : Sense Publishers. ; , s. 143-149
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Conference paper (peer-reviewed)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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| 6. |
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| 7. |
- Attorps, Iiris, 1955-
(author)
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Secondary school teachers’ pedagogical content knowledge
- 2004
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In: Proceedings of the Annual Meeting of the International Group for the Psychology of Mathematics Education (PME). Volume 1. - Norge : University College.
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Conference paper (peer-reviewed)
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| 8. |
- Attorps, Iiris, 1955-, et al.
(author)
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Teaching Inverse Functions at Tertiary level
- 2013
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In: CERME 8. - Antalya : Middle East Technical University. ; , s. 2524-2533
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Conference paper (peer-reviewed)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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| 9. |
- Attorps, Iiris, 1955-, et al.
(author)
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The Learning Study Model and the Teaching of the Definite Integral Concept
- 2010
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In: <em></em>Reports and Studies in Education, Humanities, and Theology. - Joensuu : University of Eastern Finland. ; , s. 77-86
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Conference paper (peer-reviewed)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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| 10. |
- Attorps, Iiris, 1955-, et al.
(author)
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The use of mathematics software in university mathematics teaching
- 2011
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In: The proceedings of the Seventh Congress of the European Society for Research in Mathematics education. Poland. University of Rzeszow.. - 9788373386839 ; , s. 2188-2197
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Conference paper (peer-reviewed)abstract
- In this paper we report on a teaching experiment regarding the definite integral concept in university mathematics teaching. The experiment was carried out at a Swedish university by using the free dynamic mathematics software GeoGebra. In our theoretical framework we apply Variation Theory, originating in the phenomenographic research tradition. The data of this study consist of the lecture plan and the engineering students’ answers to pre and post tests. In the analysis of the data we applied statistical methods. The experiment revealed that by using GeoGebra it is possible to create learning opportunities of the definite integral concept that support the students’ learning.
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