| 1. |
- Mehanovic, Sanela
(författare)
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The Potential and Challenges of the Use of Dynamic Software in Upper Secondary Mathematics : Students’ and Teachers’ Work with Integrals in GeoGebra Based Environments
- 2011
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Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- An introduction of computer software into mathematics classrooms makes the didactical situation more complex compared with previous learning environments (Blomhøj, 2005). A technological tool becoming a mathematic work tool in the hands of the students is a process that has turned up unexpectedly complex (Artigue, 2002). In addition to this problem, the teachers as the users of the tool go through the same process, while, at the same time, trying to integrate the tool into their teaching activities in a meaningful way. For these reasons it seems important to contribute to the research focused on the learning and teaching conditions in environments, where computer software is newly introduced, in order to better understand impacts of the introduction of different software in mathematics classrooms.In this study the dynamic mathematical software GeoGebra was used. GeoGebra is freely available for a number of platforms and has drawn much attention during the last years with growing user communities (www.GeoGebra.org). However, being generally available just recently, there are, comparatively, few studies on the use of GeoGebra in classroom settings.In this thesis the introduction and integration of GeoGebra was investigated in two studies with different perspectives. In the first study students’ work with GeoGebra in their mathematical activities related to the integral concept has been researched. In the second study teachers’ utilization of the didactical potential has been investigated. The results of the two studies show that GeoGebra as a mathematical tool in the hands of the students and the teachers can have a significant role in supporting their mathematical work if exploited in a, from a didactical perspective, adequate way. A learning and teaching environment based on GeoGebra bring with it a possibility to work with mathematical concepts in a broader way compared with blackboard based classrooms. GeoGebra’s facilities makes it possible to communicate mathematics in different ways and expressing mathematical concepts in different representations in a more direct way than in non dynamical environments. Communicating mathematics in different ways and expressing mathematics knowledge through different representations is of significant importance for students, not least in relation to the new curriculum for mathematics in Sweden (The Swedish National Agency for Education, 2011), where these aspects are explicitly named as aims for students to work towards.On the other hand, the investigations also showed that the introduction and the integration of GeoGebrawas a complex process for both the students and the teachers in this research. The introduction and integration of the software in the students’ mathematical activities made the didactical situation more complex and a differentiation of students’ work with the software was observed. For some students the use of the software seemingly supported their mathematical work, and at the same time for some students the result was the opposite; the use of the software was seen as a disturbing factor in their mathematical activities. When it comes to the study of teachers’ work with GeoGebra the investigations revealed that they encountered different types of obstacles that prevented them from utilizing the full didactical potential of the software in their teaching of mathematics. Three different types of obstacles were identified:technical - a teacher is not able to operate the software in the intended way;epistemological - a teacher is not aware of the didactical potential of GeoGebra and howto exploit it in in a way that supports students’ learning of integrals;didactical - a teacher is not aware of the complexity of technology based environments or he/she is aware of this aspect, but not comfortable with his/her competence in carrying out the process of integration of the software into his/her teaching without external help and support.Even if it is difficult to see the software detached from the context in this research, it seems that many of the obstacles perceived by the teachers in the experimental group, as well as difficulties students perceived in their work with the software, were related to the fact that they were inexperienced with the software and, consequently, lacked in knowledge in how to exploit its features in their mathematical activities. As it seems, the teachers would encounter the same obstacles every time they try to integrate a new, to them unfamiliar, software into their teaching practice. Also many of the students would experience same difficulties if they are not adequately supported in this process. Based on this, there are reasons to believe that problems with integration of GeoGebra into mathematics classrooms identified in this research would be similar in relation to integration of other dynamic mathematic software into mathematics classrooms, or even broader, other types of software as e.g. Computer Algebra Systems (CAS), as long as the integration considers the use of an unfamiliar software.
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| 2. |
- Ahl, Linda Marie, et al.
(författare)
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Implementation Research in Mathematics Education: A Systematic Mapping Review
- 2023
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Ingår i: Implementation and Replication Studies in Mathematics Education. - : Brill Academic Publishers. - 2667-0135 .- 2667-0127. ; 3:2, s. 135-199
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Tidskriftsartikel (refereegranskat)abstract
- We present the results of a systematic literature review of research articles that self-identify as describing the implementation of innovations from mathematics education research in educational practice. We classified 103 articles according to study type, the type of teaching/learning phenomenon the implementation targeted, and whether the innovation carrier was a curriculum reform, professional development, or a curriculum resource. We found that interest in implementation research increased from a modest number of published studies prior to 2003 to a peak in 2021. Other results highlight that projects that targeted teaching in line with the U.S. National Council of Teachers of Mathematics process standards were dominant when curricular reform acted as a carrier. Planning and design aspects of such projects were rarely reported, and projects were rarely discussed theoretically. Instead, such projects were commonly researched by studying teachers’ reform enactment. We discuss the consequences of this imbalance.
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| 3. |
- Doerr, Helen M., et al.
(författare)
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Representations of Modelling in Mathematics Education
- 2017
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Ingår i: Mathematical modelling and applications. - Cham : Springer. - 9783319629674 - 9783319629681 ; , s. 71-81
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Bokkapitel (refereegranskat)abstract
- Mathematical models have a substantial impact at all levels of society, and hence mathematical modelling stands as an important topic in mathematics education. Mathematical modelling has a particular pedagogical/didactical discourse as modelling continues to garner attention in educational research. Diagrammatic representations of mathematical modelling processes are increasingly being used in curriculum documents on national and transnational levels. In this chapter, we critically discuss one of the most frequently used representations of modelling processes in the literature, namely, that of the modelling cycle, and offer alternative representations to more fully capture multiple aspects of modelling in mathematics education.
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| 4. |
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Games and Education : Designs in and for Learning
- 2018
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Samlingsverk (redaktörskap) (refereegranskat)abstract
- We live in a time of educational transformations towards more 21st century pedagogies and learning. In the digital age children and young people need to learn critical thinking, creativity and innovation and the ability to solve complex problems and challenges. Traditional pedagogies are in crisis and many pupils experience school as both boring and irrelevant. As a response educators and researchers need to engage in transforming education through the invention of new designs in and for learning. This book explores how games can provide new ideas and new designs for future education. Computer games have become hugely popular and engaging, but as is apparent in this book, games are not magical solutions to making education more engaging, fun and relevant. Games and Education explores new designs in and for learning and offer inspiration to teachers, technologists and researchers interested in changing educational practices. Based on contributions from Scandinavian researchers, the book highlights participatory approaches to research and practice by providing more realistic experiences and models of how games can facilitate learning in school.
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| 5. |
- Hans Christian, Arnseth, et al.
(författare)
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Introduction : Scandinavian Perspectives
- 2018
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Ingår i: Games and Education. - : Brill Academic Publishers. - 9789004388826 ; , s. 1-15
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Bokkapitel (refereegranskat)
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| 6. |
- Lindenskov Tamborg, Andreas, et al.
(författare)
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The Politics of Computational Thinking and Programming in Mathematics Education: Comparing Curricula and Resources in England, Sweden, and Denmark
- 2023
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Ingår i: Handbook of Digital Resources in Mathematics Education. - : Springer.
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Bokkapitel (refereegranskat)abstract
- This chapter deals with the recently re-emerged concept of computational thinking (CT) and its reception in mathematics education research and mathematics curriculum policy. We provide an overview of CT’s claimed potentials for mathematics teaching and learning and outline the most widely used definitions of CT in mathematics education research. Based on three illustrative cases from Denmark, Sweden, and England, we develop three typologies of ways in which CT and mathematics are related to each other in curricular resources. We also describe the opportunities and challenges these typologies are associated with for teachers in relation to connecting CT and mathematics in the mathematics education classrooms. We conclude the paper by discussing the relation between tendencies in how CT is enacted in mathematics curriculum policy and how it is studied in the mathematics education research community. Moreover, we reflect on the implications of this relation for the opportunities of informing CT in mathematics education through state-of-the-art research.
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| 7. |
- Misfeldt, Morten, et al.
(författare)
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Relations between mathematics and programming in school : juxtaposing three different cases
- 2020
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Ingår i: Proceedings of the 10<sup>th</sup> ERME topic conference on mathematics education in the digital era, MEDA 2020. - Linz : Johannes Kepler University. - 9783950463057 ; , s. 255-262
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Konferensbidrag (refereegranskat)abstract
- In this paper we juxtapose and give examples of mathematical aspects of how programming is included in teaching in three different countries; Denmark, Sweden and England. We look at cases of both curriculum standards and resources in order to describe the nature of the relations between programming and mathematics. The methodology consists of a case-based analysis, and can be seen as a first step in developing an understanding of the nature of the relations between programming and mathematics as it is enacted in different educational systems. We discriminate between specific, explicit, implicit and weak relations and use these terms to describe the differences between the cases.
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| 8. |
- Misfeldt, Morten, et al.
(författare)
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Surveying teachers' conception of programming as a mathematics topic following the implementation of a new mathematics curriculum
- 2019
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Ingår i: Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education. - Utrecht : Freudenthal Group & Freudenthal Institute, Utrecht University and ERME. - 9789073346758 ; , s. 2713-2720
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Konferensbidrag (refereegranskat)abstract
- In this paper, we investigate mathematics teachers’ conception of the relationship between mathematics and programming. The context of the investigation is a recent curriculum reform in Sweden that makes programming a compulsory element of the national mathematics standards. Following up on an in-service training initiative, we conducted a pilot survey (N = 133) exploring – among other things – the teachers’ conception of the relationship between mathematics and programming. The results suggest that the teachers, on average, feel that there is a strong, but not very strong, relationship between the two subjects. Furthermore, the results suggest that mathematics teachers are interested in working with programming but that they do not feel well prepared for taking on that task. These results are used to discuss the mathematical potential of the different ways in which compulsory programming can be introduced in schools.
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| 9. |
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