Sökning: "matematikdidaktik"

Visar resultat 1 - 5 av 43 avhandlingar innehållade ordet matematikdidaktik.

  1. 1. Matematikdidaktik

    Författare :Elisabet Persson; Stockholms universitet.; [2006]
    Nyckelord :;

    Sammanfattning : .... LÄS MER

  2. 2. Formativ bedömning en enkel match eller en svår utmaning? Effekter av en kompetensutvecklingssatsning på lärarnas praktik och på elevernas prestationer i matematik

    Detta är en avhandling från Umeå : Umeå universitet

    Författare :Erika Boström; Umeå universitet.; Umeå universitet.; [2017]
    Nyckelord :SAMHÄLLSVETENSKAP; SOCIAL SCIENCES; Formative assessment; assessment for learning; mathematics; professional development; teacher practice; teacher growth; student achievement; motivation; expectancy-value theory; secondary school; Formativ bedömning; bedömning för lärande; matematik; kompetensutveckling; elevers prestationer; lärares lärande; motivation; expectancy-value theory; didactics of mathematics; matematikdidaktik;

    Sammanfattning : Research reviews have shown that the use of formative assessment in classroom practice can substantially improve student achievement. However, a strong research base about how to support teachers’ implementation of such formative classroom practice is lacking. LÄS MER

  3. 3. Difficult to read or difficult to solve? The role of natural language and other semiotic resources in mathematics tasks

    Detta är en avhandling från Umeå : Umeå universitet

    Författare :Anneli Dyrvold; Umeå universitet.; Umeå universitet.; [2016]
    Nyckelord :SAMHÄLLSVETENSKAP; SOCIAL SCIENCES; NATURVETENSKAP; NATURAL SCIENCES; HUMANIORA; HUMANITIES; SAMHÄLLSVETENSKAP; SOCIAL SCIENCES; didactics of mathematics; matematikdidaktik; mathematics education; multisemiotics; task text; difficulty; mathematical reading ability; Mathematics; Matematik; Pedagogik; Education; Linguistics; Lingvistik; word; image; symbol; mathematical notation; cohesion;

    Sammanfattning : When students solve mathematics tasks, the tasks are commonly given as written text, usually consisting of natural language, mathematical notation and different types of images. This is one reason why reading and interpreting such texts are important parts of being mathematically proficient, at least within the school context. LÄS MER

  4. 4. Formativ bedömning och självreglerat lärande vad behöver vi för att få det att hända?

    Detta är en avhandling från Umeå : Umeå universitet

    Författare :Charlotta Vingsle; Umeå universitet.; Umeå universitet.; [2017]
    Nyckelord :SAMHÄLLSVETENSKAP; SOCIAL SCIENCES; formative assessment; assessment for learning; self-regulated learning; teacher knowledge; mathematics education; formativ bedömning; bedömning för lärande; självreglerat lärande; lärares kunskap; matematikdidaktik; didactics of mathematics; matematikdidaktik;

    Sammanfattning : Previous research has shown that substantial learning gains are possible when formative assessment and support for students’ development of self-regulated learning skills are implemented in classroom practice. Such implementation is not straightforward and there is a need for both further understanding of the knowledge and skills teachers require to practice formative assessment, and further insights into how different characteristics of ordinary teaching practices support students’ in becoming proficient self-regulated learners. LÄS MER

  5. 5. Formative assessment teacher knowledge and skills to make it happen

    Detta är en avhandling från Umeå : Umeå universitet

    Författare :Charlotta Vingsle; Umeå universitet.; Umeå universitet.; [2014]
    Nyckelord :SAMHÄLLSVETENSKAP; SOCIAL SCIENCES; formative assessment; teacher knowledge; mathematics; interactive dialouges; compulsory school; didactics of mathematics; matematikdidaktik;

    Sammanfattning : Several studies have demonstrated that substantial learning gains are possible when teachers use formative assessment in their classroom practice. At the heart of most definitions of formative assessment lies the idea of collecting evidence of students’ thinking and learning, and based on this information modifying teaching to better meet students’ needs. LÄS MER