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  1. NOMAD – 25(1), 2020

    Volume 25, No 1, March 2020

    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

    Camilla Sjölander Nordin
    Avtryck i problemlösningsundervisning – en fenomenografisk studie
    [PDF]

    Raimundo Elicer
    Meanings of decision-making in probability and statistics: comparing Chilean and Danish upper secondary school curricula
    [PDF]

    Helge Fredriksen and Said Hadjerrouit
    Exploring engineering students’ participation in flipped mathematics classroom: a discursive approach
    [PDF]

    Anne Birgitte Fyhn og Håkon Robertsen
    Kystfiskermatematikk og skolematematikk: to ulike perspektiver på hva ei méd er
    [PDF]

    Jenny Svanteson Wester and Angelika Kullberg
    Understanding the relationship between length and area when changing the size of a two-dimensional geometric figure
    [PDF]

    Skapad: 2020-04-07 kl. 14:10

  2. NOMAD 25(1), 2020

    Avtryck i problemlösnings- undervisning – en fenomenografisk studie

    Camilla Sjölander Nordin

    Sammendrag
    I denna artikel beskrivs hur nio lärare för åk 4–6 och 7–9 erfar sin problemlösningsundervisning och kollegiala lärande två år efter att de deltagit i Matematiklyftet, som var en nationell fortbildningssatsning i Sverige under 2012–2016. Studien tar en fenomenografisk ansats, och visar en variation i hur lärare erfar sin problemlösningsundervisning beroende på om de fortsatt att arbeta i en organiserad form av kollegialt lärande eller inte. Bilden studien ger är att det inte främst är lärarnas ämnesdidaktiska kunskaper, som påverkar hur de erfar problemlösningsundervisningen, utan att det istället är de organisatoriska faktorerna som spelar stor roll.

    Abstract
    For teachers in Sweden an extensive continuing educational training in mathematics didactics has been conducted. 35 000 teachers participated in this Boost for mathematics (Matematiklyftet in Swedish) (Ramböll, 2016). This phenomenological study describes how teachers for grades 4–6 and 7–9 experience their own teaching in problem solving two years after attending a Boost for mathematics. The study is based on interviews with the teachers. The outcome of the study shows the teachers’ thoughts on teaching of problem solving education, the skills of problem solving and collegial learning.
    Teachers’ learning is looked upon as a natural and expected part of the teachers (Clarce & Hollingworth, 2002). For teachers’ learning the result shows that those who no longer take part in collegial learning, today create their own forms of organization and that they to some extent take support of the five practices (Stein et al.,2008), but in that case mainly to support the structure of the lesson. Teachers who continue collegial learning also continue teaching based on the Boost for mathematics model, but in some cases there are elements with certain qualitative alterations. In their teaching of problem solving the result shows that these teachers have a critical attitude towards the contents of the education as well as the form of the teaching and the teachers use the five practices in their teaching. All teachers look upon it as a challenge to work with the skills of problem solving and the result shows that teachers to a very small extent allow the students to train their ability to formulate their own problems. Ellström (2005) believes that a continuing education initiative for a year cannot be perceived as a solution. The long-term effects are lacking and practice needs to be constantly maintained and developed.

    Camilla Sjölander Nordin
    Camilla Sjölander Nordin innehar examina som musiklärare, blockflöjtspedagog, ämneslärare i matematik samt speciallärare. Hon är verksam som speciallärare på Riksgymnasiet för döva, hörselskadade och språknedsatta i kombination med att arbeta som universitetsadjunkt på Karlstads Universitet. Hösten 2016 färdigställde hon sin mastersuppsats inom matematikämnets didaktik via Stockholms Universitet.

    Skapad: 2020-04-07 kl. 13:37

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