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  • 1.
    Ali, Awaz
    University of Skövde, School of Humanities and Informatics.
    Förskollärarens roll och matematiken: Med avseende på språk, material och miljö2011Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    More and more children experience school mathematics as a difficult subject which arouses thoughts and reflections. I think it is important to pre-school to prepare an approach so that children's understanding of mathematics can extend.  The purpose of my study is to highlight the pre-school teacher's role in the process of mathematics in pre-school. I have every reason to be based on the concepts of language, materials and environment to have the knowledge of pre-school teacher's role. I believe that these concepts are so connected with each other and together form the basis for all learning. The study is qualitative and consists mainly of observations as method. The results of the study show that pre-school teachers usually in everyday life put words on mathematical concepts. Through materials such as computer games, manual games, books, building blocks, pearl-plates and also various Montessori materials pre-school teachers prepare a stimulating educational environment for children's mathematical learning. By using the observations of the children pre-school teachers, thus based on the children's interest and curiosity, help children to make progress in mathematical understanding.

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    Ordbok

  • 2.
    Eriksson, Ingela
    University of Skövde, School of Humanities and Informatics.
    ”Hur ska jag kunna lära mig det här när jag inte förstår?”: Hur elever erfar lust och olust i skolmatematiken2010Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of the study is to examine factors influencing students’ feelings of pleasure or pain associated with school mathematics. Own experience of students’ frustration about mathematics and concern about students not reaching desired goals is the driving force in this study. It contributes with knowledge from the students' perspective. Hopefully the result can help others, teachers and parents, to strengthen pupils’ desire and ability to learn.

    Students’ emotions about mathematics are important for learning and mathematics can cause joy as well as anxiety. The students who are positive often need stimulation and challenge, but are usually not a problem for the adults. The negative emotions, especially fear, is something that adults should take into account and try to develop for the better. Anxiety can be described as "a lack of well-being". It can cause panic, paralysis and mental disorganization when students are required to solve math tasks. Math anxiety can also be defined as a combination of stress before the test, low self-esteem, fear of failure and negative attitudes towards learning mathematics. Symptoms can include avoidance of formal mathematics instruction, poor test results and that instructions will not have the expected effect.

    There is a phenomenological approach of the study. Phenomenology studies how the consciousness creates meaning. The focal point is trying to learn about the students’ experience of their 'Being-in-the-World'. How do students view school mathematics, and why? What can create desire for learning mathematics? What can create uneasiness in learning mathematics?

    In order to get a better view of this complex area four different data sources are used. Eight pupils are interviewed individually. 19 students participated in focus group interviews. 134 students, ages 11-13, answered questions in a web survey. One class observation was also made. The result was formed into three important factors, Student’s own view of capacity and attitude to mathematics, Importance of relations to others (teachers, class mates, parents) and Content and working forms. Three different themes came into focus – Understanding,

    Working atmosphere and Safety. The four main areas of importance, as seen in this study, are Interaction student-teacher, Understanding and feeling of success, Good atmosphere in the classroom and Awareness about the use of mathematics.

    The results show areas of importance for pupils who are feeling math anxiety. They are less aware of how mathematics can be of use for them also outside school and the importance of mathematics in their future lives. They need a much stronger support from adults, teachers and parents, in their math studies, than pupils without anxiety. The classroom environment can also cause problems, if students do not feel safe or feel stressed or disturbed by other pupils or teachers.

    There are also a few differences between the girls’ and the boys’ experiences, where girls seem to reflect more about their uneasiness when it comes to mathematics, sometimes caused by the boys. What can teachers learn from this study? In short: motivate, teach and let the pupils talk.

  • 3.
    Feltborn, Johanna
    et al.
    University of Skövde, School of Humanities and Informatics.
    Åberg, Sanna
    University of Skövde, School of Humanities and Informatics.
    Som eleven ser det: Elevers tankar och reflektioner över en matematiklektion om beräkningar med decimaltal i skolår 62010Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Background and purpose: Mathematics is a subject that creates desire and are stimulating for some people while for others it is difficult and pointless (Skolverket, 2002). Decimal numbers can for some students create problems (Mange, 1962). The study aims to find out how six pupils in school years 6 from a mathematics lesson, on the calculation of decimal numbers, look at their own learning, lesson structure, and find out whether the students themselves see their own understanding based on lesson content.

    Method: We started with a qualitative tradition with a phenomenological approach. In order to obtain data for analysis, we assumed stimulated recall. This means that we filmed a math lesson, where the recording then was the starting point of the interviews conducted with six selected pupils. At the interview the pupils were watching the movie and pupils comments based on the movie, on what they thought during the documented lesson. When we analyzed the data we started from a meta-cognitive perspective.

    Results: We can see that the students can express what they have learned and they said also what in the lesson structure that facilitated or hindered their learning. Overall, pupils felt that the teacher's review was thorough and easy. The pupils said even before the lesson that they had good knowledge about what the teacher would go through, but we could see the gaps in pupils' conceptual understanding of decimal numbers.

    Discussion: Students' conceptual deficiencies did not prevent the pupils to cope with pre-and post test. We cannot discern whether the teacher is aware of pupils' deficiencies, however, we think that we know that pupils are not aware of their shortcomings. We believe that the teacher should be able to challenge her pupils by putting most emphasis on the conceptual understanding rather than on procedural knowledge.

  • 4.
    Gustafsson, Marina
    et al.
    University of Skövde, School of Humanities and Informatics.
    Wallgren, Lina
    University of Skövde, School of Humanities and Informatics.
    Lärarstudenters möte med matematik: från grundskola till högskola2010Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Every human being carries experiences of different kinds. The question is how we are affected by our early experiences. The study highlights a few student teachers and their meeting with math from elementary school to university. The study deals with factors obtained in the education, of the importance of developments in the subject and how past experiences might affect their own teaching of mathematics. Since the study focuses on student teachers’ statements, was a narrative approach to qualitative interviewing method used. The result indicates that mathematic teaching in school has characterized the student teachers in different ways. Some communicates their negative experiences while others tell about their positive experiences. A potential conclusion of this study is that student teachers can be effected by their earlier experiences, when they are about to form an education of their own. When the student teachers describe how they form their mathematic teaching, they communicate about an education that would have seized their own needs as students in elementary school. In the discussion there is reasoning about learning and the importance of the textbook used in mathematics education.

  • 5.
    Larsson, Emma
    University of Skövde, School of Humanities and Informatics.
    Tar tid ifrån dem som sitter fint: en kvalitativ studie kring lärarens bemötande av elever med koncentrationssvårigheter.2010Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The essay was based on the teacher's choice of mathematics education created opportunitiesfor educational and social inclusion, for students who had expressed difficulty inconcentration. This definition included the students who showed difficulties in implementingand completing tasks, and students who did not have to have a positive diagnosis. I have alsodecided to study students' ability to goal attainment according to teacher teaching and thecompliance rate was based on the goals to strive for mathematics.The study included observations through three teachers' math lessons in classes in highschool. After the observations have since conducted interviews with teachers. The resultsshowed that the respondents shared conviction that the teacher as a person had a big impacton students' learning process and the opportunity for participation and achievement ineducation. However, respondents chose various reasons that supported this view. Thesentences consisted of a broad spectrum from the teacher's personality to the meaning ofdidactics. The teacher's reflection on the choices of education and pupil view affect students'ability to place in programs for effectiveness and participation. This reflection also reflectedhow the teacher looked at students with attention deficit and individual needs andcircumstances before the teacher's choice of teaching method. Teacher education was able tostrengthen or weaken students' confidence and attitude toward mathematics. These results arediscussed for the teacher in its work actively to develop reflections on their education. Theteacher may also become aware of the doors they open and close the student's learningprocess.

  • 6.
    Martinsson, Camilla
    et al.
    University of Skövde, School of Humanities and Informatics.
    Eriksson, Mari
    University of Skövde, School of Humanities and Informatics.
    Matematikundervisningens hörnstenar.: En kvalitativ studie om hur några behöriga matematiklärare i årskurs 1-3 säger sig undervisa i matematik.2013Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    With the background of the students' performance in mathematics has declined since the1990s and we believe that the subject is difficult to teach, we asked ourselves how we should teach mathematics to all pupils to gain understanding. This leads us to the study'spurpose, which is to examine how some competent mathematics teachers in grades 1-3 say they teach mathematics to all pupils to gain an understanding of the topic. The issues we have used in the study are, how disclaims some teachers that they teach math?How says the teachers that they individualize the teaching of mathematics?In the study, previous research we have mainly used Swedish mathematics research.Data collection was done through interviews with practicing teachers in the subject of mathematics. To support our analysis, we used concepts, conversations, interaction and tools that we believe are important in a socio-cultural perspective. We have also made use of individualize as an analytical tool.The results indicate that it is difficult to individualize teaching based on each individual student. Based on the interviews, we can also see that mathematics teaching focus should be varied and where conversations, interactions, tools and individualize occurs for all students to gain an understanding of the topic.

  • 7.
    Mavrommatis, George
    University of Skövde, School of Informatics.
    Adaptability and player motivation Through Content Customization: The impact of content customization in educational games.2018Independent thesis Advanced level (degree of Master (One Year)), 15 credits / 22,5 HE creditsStudent thesis
    Abstract [en]

    Serious games can be used for a vast amount of different purposes and they change the way we think, learn, and entertain ourselves. The focus of this paper will be more about learning or educational games and how the adaptation of content through personalized preferences can be of an importance for capturing the user’s interest and retaining their motivation. The aim of this paper is to highlight the importance of the content adaptation of a serious game target group in order to maintain their motivation to achieve the learning outcome. The players of serious games usually have a goal or motivation prior to begin playing a game. Those goals may include the learning of a new language or increasing one's geography or math skills. By adapting the content of a serious game to the level of knowledge of a player or giving the player the opportunity to choose in what field they would like to increase their knowledge in, could be a factor to maintain the player motivation up until the goal of the player is achieved. In this paper, an adaptive educational game has been developed to examine whether a target group with personalized content will indicate a higher motivation to play the game than another group which will be playing the direct version of the game without any personalized content.

  • 8.
    Naswa, Sudhir
    University of Skövde, School of Humanities and Informatics.
    Representation of Biochemical Pathway Models: Issues relating conversion of model representation from SBML to a commercial tool2005Independent thesis Advanced level (degree of Master (One Year)), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    Background: Computational simulation of complex biological networks lies at the heart of systems biology since it can confirm the conclusions drawn by experimental studies of biological networks and guide researchers to produce fresh hypotheses for further experimental validation. Since this iterative process helps in development of more realistic system models a variety of computational tools have been developed. In the absence of a common format for representation of models these tools were developed in different formats. As a result these tools became unable to exchange models amongst them, leading to development of SBML, a standard exchange format for computational models of biochemical networks. Here the formats of SBML and one of the commercial tools of systems biology are being compared to study the issues which may arise during conversion between their respective formats. A tool StoP has been developed to convert the format of SBML to the format of the selected tool.

    Results: The basic format of SBML representation which is in the form of listings of various elements of a biochemical reaction system differs from the representation of the selected tool which is location oriented. In spite of this difference the various components of biochemical pathways including multiple compartments, global parameters, reactants, products, modifiers, reactions, kinetic formulas and reaction parameters could be converted from the SBML representation to the representation of the selected tool. The MathML representation of the kinetic formula in an SBML model can be converted to the string format of the selected tool. Some features of the SBML are not present in the selected tool. Similarly, the ability of the selected tool to declare parameters for locations, which are global to those locations and their children, is not present in the SBML.

    Conclusions: Differences in representations of pathway models may include differences in terminologies, basic architecture, differences in capabilities of software’s, and adoption of different standards for similar things. But the overall similarity of domain of pathway models enables us to interconvert these representations. The selected tool should develop support for unit definitions, events and rules. Development of facility for parameter declaration at compartment level by SBML and facility for function declaration by the selected tool is recommended.

  • 9.
    Vallbo, Christina
    University of Skövde, School of Humanities and Informatics.
    Matematiksvårigheter i vardagen: elevers syn på hur de hanterar sin vardag utifrån sina matematiksvårigheter2008Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This study focuses on pupil’s view how they handle mathematics learning disabilities in their daily life. The study is from pupil’s point of view and the ambition was to capture the pupil’s own thoughts and feelings. Observations and interviews were carried out with three pupils, in the age of 13, and their parents. The results show that all three of the pupils have difficulty in their daily life due to the mathematics learning disabilities. They have different problems from to plan their free time to plan when schoolwork should be submitted. The result of this is that the parents have to plan for them, even now when they are teenager’s and should be able to handle things like this by themselves. The pupils are not aware of the strategies they use to cope with the difficulties in mathematics. However, their parents are able to explain the strategies their children have developed. The emotions the pupils feel when they think about math class are that they feel dejected and they are under stress with thoughts as “will I fail again today”. It is very important how the teacher do talk to the pupils and this will affect the pupil’s self-confidence and they develop discomfort to mathematics. This study, unlike some other studies, does not show that pupils feel uncomfortable because they have special support. Instead they feel relief in visiting the support group.

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