Sökning: "didactics of mathematics"

Visar resultat 41 - 45 av 151 avhandlingar innehållade orden didactics of mathematics.

  1. 41. Exercising Mathematical Competence: Practising Representation Theory and Representing Mathematical Practice

    Författare :Anna Ida Säfström; Göteborgs universitet; []
    Nyckelord :NATURVETENSKAP; NATURAL SCIENCES; NATURVETENSKAP; NATURAL SCIENCES; SAMHÄLLSVETENSKAP; SOCIAL SCIENCES; Mathematical competence; exercising competencies; young children; whole number arithmetic; tertiary level; proving; highest weight representation; tensor product decomposition; skew-symmetric matrix; moment map; infinite dimensional unitary representation; highest weight representation;

    Sammanfattning : This thesis assembles two papers in mathematics and two papers in mathematics education. In the mathematics part, representation theory is practised. Two Clebsch-Gordan type problems are addressed. LÄS MER

  3. 42. Critical features and impacts of mathematics teacher professional development programs : Comparing and characterizing programs implemented at scale

    Författare :Jannika Lindvall; Andreas Ryve; Marie Wiberg; Torulf Palm; Mälardalens högskola; []
    Nyckelord :SAMHÄLLSVETENSKAP; SOCIAL SCIENCES; critical features; mathematics; teacher professional development; Didactics; didaktik;

    Sammanfattning : The aim of this thesis is to contribute to the knowledge base on conceptualizations and impacts of teacher professional development (PD) programs. This is done by studying the case of two large-scale teacher PD programs. LÄS MER

  4. 43. Att få syn på avgörande skillnader : Lärares kunskap om lärandeobjektet

    Författare :Pernilla Mårtensson; Ulla Runesson; Ference Marton; Astrid Pettersson; Jönköping University; []
    Nyckelord :SAMHÄLLSVETENSKAP; SOCIAL SCIENCES; teachers of mathematics; mathematics learning; pedagogical content knowledge; mathematical knowledge for teaching; learning study; variation theory; division; decimal numbers; equation of the straight line;

    Sammanfattning : Lärare som undervisar i matematik förväntas kunna mer avancerad matematik än vad de undervisar om. Men formell matematikkunskap anses inte vara tillräckligt för att lärare ska kunna undervisa så att ämnesinnehållet blir begripligt för eleverna, de behöver även pedagogical content knowledge (PCK). LÄS MER

  5. 44. Desires for mathematics teachers and their knowledge : Practicum, practices, and policy in mathematics teacher education

    Författare :Lisa Österling; Iben Maj Christiansen; Annica Andersson; Ilana Horn; Stockholms universitet; []
    Nyckelord :SAMHÄLLSVETENSKAP; SOCIAL SCIENCES; Teacher education; practicum; mathematics; commognition; images; legitimation code theory; policy; assessment; third spaces; reasoned judgement; matematikämnets didaktik; Mathematics Education;

    Sammanfattning : This dissertation is driven by questions about images of desired teachers, privileged teacher knowledge, and access to knowledge in teacher education. My position is that images of particular teachers restrict access to teacher education, while visible knowledge increases epistemic access. LÄS MER

  7. 45. Approaching Mathematical Discourse : Two analytical frameworks and their relation to problem solving interactions

    Författare :Andreas Ryve; Kimmo Eriksson; Inger Wistedt; Anna Sfard; Mälardalens högskola; []
    Nyckelord :NATURVETENSKAP; NATURAL SCIENCES; Didactics of Mathematics; Mathematics Education; Analytical approaches; Communication; Concept maps; Contextualization; Discourse; Engineering students; Higher Education; Intentional analysis; Methodological framworks; Problem solving; Prospective teachers; Student teachers; Teacher education; Theoretical frameworks; MATHEMATICS; MATEMATIK; Matematik tillämpad matematik;

    Sammanfattning : The driving force of conducting the two studies presented in this thesis is to examine ways that conceptual understanding and problem solving could be part of mathematics teaching, and through that, part of students' mathematical knowledge. The specific aims of the thesis are: 1) to characterize the classroom discourse of two, apparently similar, problem solving courses in teacher education and 2) to discuss the possibilities of developing two analytical approaches - the communicational approach to cognition and the dialogical approach - used for studying mathematical discourse. LÄS MER