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  • 1.
    Pettersson, Kerstin
    University of Skövde, School of Life Sciences.
    Växelverkan mellan intuitiva idéer och formella resonemang: En fallstudie av universitetsstudenters arbete med en analysuppgift2008In: Nordisk matematikkdidaktikk, ISSN 1104-2176, Vol. 13, no 1, p. 29-50Article in journal (Refereed)
    Abstract [sv]

    Studiens syfte är att visa hur en växelverkan mellan intuitiva idéer och formella resonemang kan gestalta sig i en problemlösningsprocess. Studien visar att universitetsstudenter redan under sitt första år av matematikstudier förmår utnyttja en sådan växelverkan. En grupp studenter har arbetat med en analysuppgift som berör begreppen funktion och derivata samt inkluderar ett induktionsbevis. Studenterna utnyttjar i den kreativa processen intuitiva idéer och formella resonemang i ett dynamiskt samspel. Växlingarna har ett flertal funktioner: att kontrollera intuitiva uppfattningar, att skaffa nya utgångspunkter för problemlösningsprocessen, att ekonomisera resonemang och att driva arbetet vidare.

  • 2.
    Runesson, Ulla
    University of Skövde, School of Humanities and Informatics.
    A collective enquiry into critical aspects of teaching the concept of angles2007In: Nordisk matematikkdidaktikk, ISSN 1104-2176, Vol. 12, no 4, p. 7-25Article in journal (Refereed)
    Abstract [en]

    This paper describes an approach to teaching that enhances pupils’ learning in mathematics. The model described – Learning study – involves teachers and researchers cooperating in an iterative process, gathering data about teaching and pupils’ learning, analysing the data, planning and revising their teaching. A particular theoretical framework was used as a guiding principle when designing and analysing learning. The goal was to identify aspects critical for learning the angle concept. It is demonstrated how the teachers were able to identify the critical aspects and change the teaching in a way that promoted pupils’ learning. What these critical aspects may entail and what teachers and researchers can learn from a Learning study is discussed.

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  • nn-NO
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