Sökning: "tomas bergqvist"
Visar resultat 1 - 5 av 6 avhandlingar innehållade orden tomas bergqvist.
1. To explore and verify in mathematics
Sammanfattning : This dissertation consists of four articles and a summary. The main focus of the studies is students' explorations in upper secondary school mathematics. In the first study the central research question was to find out if the students could learn something difficult by using the graphing calculator. LÄS MER
2. Mathematics in the Swedish Upper Secondary School Electricity Program : A study of teacher knowledge
Sammanfattning : Mathematical knowledge is often a prerequisite for students at Swedish upper secondary vocational programs to be able to study vocational courses, for example electricity courses in the Electricity Program. Electricity Program students study mathematics in their electricity courses as well as in their mathematics course. LÄS MER
3. Frameworks for task design and technology integration in the mathematics classroom
Sammanfattning : In recent years many teachers and students have begun having good access to digital technology in their classrooms, and in the context of Sweden the majority of secondary schools are known as one-to-one schools, with students having their own computer or tablet. However, the mere presence of technology in the classroom is not a guarantee for improved teaching and learning. LÄS MER
4. Vad är det som gör att matten blir så svår när de kommer till gymnasiet? : Skolpersonals uppfattningar om yrkeselevers måluppfyllelse i matematik
Sammanfattning : Att få en examen från gymnasieskolan är viktigt för både samhälle och individ. Utan fullständig examen riskerar unga att hamna i arbetslöshet och utanförskap. Mot bakgrund av detta är det oroande att ungefär 15 000 gymnasieelever i Sverige varje år avslutar sina gymnasiestudier utan att erhålla full examen. LÄS MER
5. Formativ bedömning och självreglerat lärande : vad behöver vi för att få det att hända?
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