NOMAD sökresultat

  1. NOMAD 23(1), 2018

    The gap between school mathematics and university mathematics: prospective mathematics teachers’ conceptions and mathematical thinking

    Jani Hannula

    Abstract
    In Finland, both prospective and in-service mathematics teachers report a discontinuity between university-level mathematics and mathematics taught at comprehensive and secondary school. In this study, ten prospective mathematics teachers (PMTs) were interviewed to examine their conceptions of the nature of this gap as well as their mathematical thinking. The study’s findings support research that has revealed difficulties experienced by PMTs in the secondary–tertiary transition and in connecting formal and informal components of mathematical thinking. Additionally, the study provides new insight into PMTs’ conceptions of teacher knowledge, such as the relationship between knowledge of advanced mathematics and the knowledge needed in teaching situations. The findings offer guidelines for further studies that could help the development of mathematics teacher education.

    Jani Hannula
    Jani Hannula is a doctoral student at the University of Helsinki, Finland. He is involved with mathematics teacher education at the Department of Mathematics and Statistics. He has a background as a lecturer of mathematics and information technology at Helsinki Metropolia University of Applied Sciences. His main research interests are teacher knowledge and beliefs as well as cognitive aspects of mathematical thinking.

    Skapad: 2018-03-20 kl. 15:50

  2. NOMAD 23(1), 2018

    Discourses in school algebra: the textbooks’ different views on algebra and the positioning of students

    Kristina Palm Kaplan

    Abstract
    The purpose of this study is to understand the school algebra offered in Swedish mathematic textbooks for grade 8. Using a social semiotic perspective, textbook tasks are analysed with a method inspired by Systemic Functional Linguistics. Five school algebra discourses are identified: symbolic discourse, geometrical discourse, arithmetical discourse, (un)realistic discourse and the scientific discourse. It is argued that these offer different views on the nature of algebra and the positioning of students.

    Kristina Palm Kaplan
    Kristina Palm Kaplan is a doctoral student at Uppsala University since September 2014. The main research interests are mathematics and language, especially algebra and social semiotics.

    Skapad: 2018-03-20 kl. 15:47

  3. NOMAD – 23(1), 2018

    Volume 23, No 1, March 2018

    e-NOMAD

    [PDF] displays the full text pdf. The two most recent volumes are password protected. Use “Open access” in the menu for full text of older articles.

    Editorial

    Anna Ida Säfström
    Preschoolers exercising mathematical competencies
    [PDF]

    Magnus Fahlström and Lovisa Sumpter
    A model for the role of the physical environment in mathematics education
    [PDF]

    Kristina Palm Kaplan
    Discourses in school algebra: the textbooks’ different views on algebra and the positioning of students
    [PDF]

    Jani Hannula
    The gap between school mathematics and university mathematics: prospective mathematics teachers’ conceptions and mathematical thinking
    [PDF]

    Skapad: 2018-03-20 kl. 12:27

  4. NOMAD 23(1), 2018

    Preschoolers exercising mathematical competencies

    Anna Ida Säfström

    Abstract

    The mathematical ideas that emerge in children’s free and guided play can be both complex and sophisticated, and if they are linked to formal mathematics, they can be a powerful basis for mathematical development. To form such links, one needs knowledge of how children use and express these ideas. This is especially true in the intersection of arithmetic and geometry, where the intermingling of numerical and spatial concepts and skills is not yet fully understood. This study aims to gain understanding of children’s mathematical practices by describing the interplay of key mathematical ideas, and more specifically how young children exercise mathematical competencies in the intersection of early arithmetic and geometry. The results show that children can use spatial representations when reasoning about numbers, and that they are able to connect spatial and numerical structures. Furthermore, it is shown that children not only use and invent effective procedures, but also are able to explain, justify and evaluate such procedures.

    Anna Ida Säfström

    Anna Ida Säfström is associate professor in mathematics education at Halmstad University. Her main research interests are mathematical competence, mathematics as conceptual fields, design research and teachers’ professional development.

    Skapad: 2018-03-19 kl. 15:22

  5. NOMAD 23(1), 2018

    A model for the role of the physical environment in mathematics education

    Magnus Fahlström and Lovisa Sumpter

    Abstract
    In this paper, we develop an analytical tool for the role of the physical environment in mathematics education. We do this by extending the didactical triangle with the physical environment as a fourth actor and test it in a review of literature concerning the physical environment and mathematics education. We find that one role played by the physical environment, in relation to mathematical content, is to portray the content in focus, such as geometry and scale. When focusing on teachers, students, and the interaction between them, the role of the physical environment appears to be a precondition, either positive (enabling) or negative (hindering). Many of the findings are valid for education in general as well, such as the importance of building status.

    Magnus Fahlström
    Magnus Fahlström is PhD-student in Microdata Analysis and a mathematics teacher educator at Dalarna University. Key research interests are physical school environment and mathematics education.

    Lovisa Sumpter
    Lovisa Sumpter is Senior Lecturer and Associate Professor in Mathematics Education at Stockholm University. Key research interests are mathe-matical reasoning, affect and gender.

    Skapad: 2018-03-19 kl. 15:16

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