Sökning: "mathematics teacher education"

Visar resultat 6 - 10 av 106 avhandlingar innehållade orden mathematics teacher education.

  1. 6. Mathematics teachers' conceptions about equations

    Författare :Iiris Attorps; Högskolan i Gävle; []
    Nyckelord :SAMHÄLLSVETENSKAP; SOCIAL SCIENCES; NATURVETENSKAP; NATURAL SCIENCES; algebra; conception; equation; learning; mathematics teacher; Subject didactics; Ämnesdidaktik; MATHEMATICS; MATEMATIK;

    Sammanfattning : The aim of this study is to describe and to clarify the mathematics teachers’ subject matter and pedagogical content conceptions about equations. As the basis of these conceptions, the teachers’ experiences of the concept learning of equations from their own school time are described. LÄS MER

  3. 7. Studiesituationen för elever med särskilda matematiska förmågor

    Författare :Eva Pettersson; Inger Wistedt; Håkan Sollervall; Häggblom Lisen; Linnéuniversitetet; []
    Nyckelord :NATURVETENSKAP; NATURAL SCIENCES; gifted students; mathematics; mathematical abilities; talent development; social norms; socio-mathematical norms; teacher competence; case studies.; MATHEMATICS; MATEMATIK; Mathematical Education; Matematikdidaktik;

    Sammanfattning : The study aims to describe variation in the expression of students’ mathematical ability and the various ways in which their mathematical aptitude is acknowledged and supported by their teachers, parents and peers in a Swedish context. Ability is defined as a complex of various abilities each of which may be more or less pronounced in a given individual. 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. 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. 10. Problemlösning i matematikdidaktik och lärarutbildning : Ett mångdisciplinärt utforskande och affirmativ kritik

    Författare :Anette de Ron; Kicki Skog; Anna Palmer; Maria Johansson; Stockholms universitet; []
    Nyckelord :SAMHÄLLSVETENSKAP; SOCIAL SCIENCES; Problem-solving; mathematics education; teacher education; phenomenon; multidisciplinary; affirmative critique; feminist new materialism; text analysis; diffractive analysis; configurative research review; discourse analysis; Problemlösning; matematikdidaktik; lärarutbildning; fenomen; mångdisciplinär; affirmativ kritik; feministisk nymaterialism; textanalys; diffraktiv analys; konfigurativ forskningsöversikt; diskursanalys; Mathematics Education; matematikämnets didaktik;

    Sammanfattning : The aim of this thesis in mathematics education is to produce knowledge about problem-solving as a broad and complex phenomenon in mathematics teacher education, historically and in the present. With a multidisciplinary approach and affirmative critique, possible new understandings of the phenomenon are investigated, extended and transformed in three sub-studies and two chapters in the wrapping. LÄS MER