Sökning: "mathematics education"

Visar resultat 6 - 10 av 267 avhandlingar innehållade orden mathematics education.

1. 6. Matematik och bildning : berättelse, gräns, tystnad : Mathematics and Liberal Education: narrative, limit, tacitness

   Författare :Lars Mouwitz; Göteborgs universitet; []
   Nyckelord :SAMHÄLLSVETENSKAP; SOCIAL SCIENCES; NATURVETENSKAP; NATURAL SCIENCES; mathematics; liberal education; notation; tacitness; understanding; narrative; modelling; metaphor; Bildung;

   Sammanfattning : Mathemathics and Liberal Education – narrative, limit, tacitness is a study of mathematics as a special human endeavour to grasp and understand the world. Mathematics is seen as a cultural activity related to other cultural phenomena as music, art and literature, but also as a very efficient modelling tool for science, economy and social organisation. LÄS MER

3. 7. The concept concept in mathematics education : A concept analysis

   Författare :Lotta Wedman; Högskolan Dalarna; []
   Nyckelord :SAMHÄLLSVETENSKAP; SOCIAL SCIENCES; NATURVETENSKAP; NATURAL SCIENCES; concept; mathematical concepts; concept analysis; co nceptual analysis; mathematics education; concept image; conception; schema; Utbildning och lärande; Education and Learning; concept; mathematical concepts; concept analysis; conceptual analysis; mathematics education; concept image; conception; schema;

   Sammanfattning : The notion concept is used in different ways within the field of mathematics education. The aim of this study is to carry out a concept analysis of the notion concept, within some frequently used frameworks describing conceptual understanding. LÄS MER

4. 8. "Vad skulle x kunna vara?" : andragradsekvation och andragradsfunktion som objekt för lärande

   Författare :Constanta Olteanu; Shirley Booth; Torgny Ottosson; Ingemar Holgersson; Umeå universitet; []
   Nyckelord :SOCIAL SCIENCES; SAMHÄLLSVETENSKAP; SAMHÄLLSVETENSKAP; SOCIAL SCIENCES; NATURAL SCIENCES; NATURVETENSKAP; parameters; unknown quantity; argument; second degree equations; quadratic functions; teaching; mathematics education; experience; theory of variation; dimensions of variation; Education; Pedagogik; SOCIAL SCIENCES; SAMHÄLLSVETENSKAP; MATHEMATICS; MATEMATIK;

   Sammanfattning : Algebraic equations and functions play an important role in various mathematical topics, including algebra, trigonometry, linear programming and calculus. Accordingly, various documents, such as the most recent Swedish curriculum (Lpf 94) for upper secondary school and the course syllabi in mathematics, specify what the students should learn in Mathematics Course B. LÄS MER

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

   Författare :Anneli Dyrvold; Magnus Österholm; Ewa Bergqvist; Johan Lithner; Candia Morgan; Umeå universitet; []
   Nyckelord :SAMHÄLLSVETENSKAP; SOCIAL SCIENCES; NATURVETENSKAP; NATURAL SCIENCES; HUMANIORA; HUMANITIES; SAMHÄLLSVETENSKAP; SOCIAL SCIENCES; mathematics education; multisemiotics; task text; difficulty; mathematical reading ability; matematikdidaktik; didactics of mathematics; Mathematics; Pedagogik; Linguistics;

   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

7. 10. 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