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NOMAD sökresultat

  1. NOMAD 24(3-4), 2019

    Algebra teachers’ questions and quandaries – Swedish and Finnish algebra teachers discussing practice

    Cecilia Kilhamn and Ann-Sofi Röj-Lindberg

    Abstract
    Taking the teachers’ own practices as a point of departure, this study investigates what areas of mathematical knowledge algebra teachers brought up in collegial discussions and how they used their knowledge in acts of decompressing, trimming and bridging. The discussions centered around aspects of teaching and learning school algebra previously shown to be problematic, but gave rise to mathematical quandaries, revealing gaps in the teachers’ own understanding of the mathematical content. The study implies that the ability to unpack a mathematical concept is essential in algebra teaching and that teachers may need external input concerning mathematical knowledge to enable development in pedagogical content knowledge.

    Cecilia Kilhamn
    Cecilia Kilhamn is a doctor in Mathematics Education and works at the University of Gothenburg. She has done research in algebra teaching and learning in the VIDEOMAT project in Gothenburg and as a guest researcher at Uppsala University. Currently she studying the intersection of algebraic thinking and computational thinking brought on by the implementation of programming in school curricula. She works as an editor for the journal Nämnaren at the national center for mathematics education (NCM) in Gothenburg.

    Ann-Sofi Röj-Lindberg
    Ann-Sofi Röj-Lindberg is a university teacher in the didactics of mathematics at Åbo Akademi University in Vasa, Finland. Before working in teacher education she taught mathematics, physics and chemistry in grades 7 to 9. Her PhD has a focus on school mathematical practices at the lower secondary level from the perspectives of students and teachers. Her resent scientific effort is to contribute to the to development of primary school teacher education and the professional development of teachers.

    Skapad: 2019-11-27 kl. 16:33

  2. NOMAD – 24(3-4), 2019

    Volume 24, No 3-4, November 2019

    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

    Thomas Kaas
    Tilgange til tidlig algebra
    [PDF]

    Peter Hästö and Riikka Palkki
    Finnish students’ flexibility and its relation to speed and accuracy in equation solving
    [PDF]

    Anna-Maija Partanen and Pieti Tolvanen
    Developing a frame for analysing different meanings of the concept of variable mediated by tasks in elementary-school mathematics textbooks
    [PDF]

    Inger Eriksson, Sanna Wettergren, Jenny Fred, Anna-Karin Nordin, Martin Nyman och Torbjörn Tambour
    Materialisering av algebraiska uttryck i helklassdiskussioner med lärandemodeller som medierande redskap i årskurs 1 och 5
    [PDF]

    Jenny Fred
    Att designa för elevers deltagande i ett algebraiskt arbete – elever i årskurs 2 och 3 utforskar visuellt växande mönster
    [PDF]

    Helena Eriksson
    Algebraic thinking and level of generalisation: students’ experiencing of comparisons of quantities
    [PDF]

    Cecilia Kilhamn and Ann-Sofi Röj-Lindberg
    Algebra teachers’ questions and quandaries – Swedish and Finnish algebra teachers discussing practice
    [PDF]

    Skapad: 2019-11-27 kl. 16:33

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