Sökning: "mathematical subject language"

Visar resultat 1 - 5 av 8 avhandlingar innehållade orden mathematical subject language.

1. 1. Decontextualized language, logic, and algebra : the relationship between Mozambican students’ achievement in school mathematics and their language and social background

   Författare :Ribas Salatiel Madaucane Guambe; Núria Planas; Luleå tekniska universitet; []
   Nyckelord :NATURVETENSKAP; NATURAL SCIENCES; SAMHÄLLSVETENSKAP; SOCIAL SCIENCES; Mathematics Education; Matematik och lärande;

   Sammanfattning : Researchers in mathematics education have always stressed the relevance of algebra in school mathematics and have produced a wide range of empirical and theoretical outcomes in relation to this field. In addition, the importance of language proficiency for success in school mathematics has been explored in a variety of different contexts, as has been the relation between students’ social class and achievement in mathematics. LÄS MER

3. 2. Quantifying Process Quality : The Role of Effective Organizational Learning in Software Evolution

   Författare :Sebastian Hönel; Morgan Ericsson; Welf Löwe; Anna Wingkvist; Miroslaw Staron; Linnéuniversitetet; []
   Nyckelord :NATURVETENSKAP; NATURAL SCIENCES; NATURVETENSKAP; NATURAL SCIENCES; NATURVETENSKAP; NATURAL SCIENCES; NATURVETENSKAP; NATURAL SCIENCES; Software Size; Software Metrics; Commit Classification; Maintenance Activities; Software Quality; Process Quality; Project Management; Organizational Learning; Machine Learning; Visualization; Optimization; Software Technology; Programvaruteknik; Informations- och programvisualisering; Information and software visualization; Computer Science; Datavetenskap; Statistics Econometrics; Statistik;

   Sammanfattning : Real-world software applications must constantly evolve to remain relevant. This evolution occurs when developing new applications or adapting existing ones to meet new requirements, make corrections, or incorporate future functionality. LÄS MER

4. 3. Bokstavligt, bildligt och symboliskt i skolans matematik : – en studie om ämnesspråk i TIMSS

   Författare :Ida Bergvall; Caroline Liberg; Jenny Wiksten Folkeryd; Johan Prytz; Astrid Pettersson; Uppsala universitet; []
   Nyckelord :SAMHÄLLSVETENSKAP; SOCIAL SCIENCES; mathematical subject language; systemic functional linguistics; social semiotics; semiotic resources; students; disciplinary literacy; mathematics education; TIMSS; Curriculum Studies; Didaktik;

   Sammanfattning : The overall aim of this thesis is to deepen the understanding of mathematical subject language regarding three semiotic resources, written language, images and mathematical symbols. The theses also investigates high- and low-performingstudents encounter with mathematical subject language. LÄS MER

5. 4. Contributing to develop contributions : a metaphor for teaching in the reform mathematics classroom

   Författare :Andreas Eckert; Per Nilsson; Barbara Jaworski; Linnéuniversitetet; []
   Nyckelord :SAMHÄLLSVETENSKAP; SOCIAL SCIENCES; NATURVETENSKAP; NATURAL SCIENCES; Teaching mathematics; teaching as learning; professional development; learning to develop learning; contributing to develop contributions; Mathematical Education; Matematikdidaktik;

   Sammanfattning : This thesis aims at contributing to the theoretical research discourse on teaching mathematics. More precise, to explore a teacher’s role and actions while negotiating meaning of mathematical objects in discursive transformative practices in mathematics. LÄS MER

7. 5. The meaning(s) of inclusion in mathematics in student talk : Inclusion as a topic when students talk about learning and teaching in mathematics

   Författare :Helena Roos; Despina Potari; Hanna Palmér; Nùria Planas; Linnéuniversitetet; []
   Nyckelord :SAMHÄLLSVETENSKAP; SOCIAL SCIENCES; NATURVETENSKAP; NATURAL SCIENCES; inclusion in mathematics; discourse analysis; students meaning s ; Matematikens didaktik; Mathematics education; Mathematical Education;

   Sammanfattning : This thesis contributes to research and practice within the field of special education in mathematics with more knowledge about, and an understanding of, students´ meaning(s) of inclusion in mathematics education. Three research questions guide the study: What meaning(s) is/are ascribed, and how is inclusion used, in mathematics education research? What meaning(s) do the students ascribe to inclusion in mathematics learning and teaching? And what frames students´ meaning(s) of inclusion in mathematics learning and teaching?The first part of this study began with a systematic literature review on the notion of inclusion in mathematics education research, and the search resulted in 1,296 research studies. LÄS MER