NOMAD 25(2), 2020
Swedish primary teacher education students’ perspectives on linear equations
Linear equations, connecting arithmetic to the symbolism of formal mathematics, represent a key topic of mathematics. However, the understanding primary teacher education students bring to their studies has been rarely examined. In this study, students were invited to explain in writing how an unannotated solution to x + 5 = 4x – 1 had been conceptualised by the hidden solver. Data, coded against an iteratively derived framework, showed that most students were familiar with linear equations, able to articulate an objective for equation solving and offer solution strategies, typically based on either doing the same to both sides, swapping the side swapping the sign or both.
Paul Andrews is a Professor of Mathematics Education at Stockholm University. His research interests are typically focused on comparative analyses of mathematics didactics and participant, both teacher and student, beliefs. Currently he is the director of a Swedish Research Council-funded project on the development of foundational number sense in year one children in England and Sweden. His methodological and theoretical standpoints are varied and determined by the research questions he is pursuing at the time.
Skapad: 2020-06-30 kl. 09:57
NOMAD – 25(2), 2020
Volume 25, No 2, March 2020
[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.
Natasja Steen, Matilde Stenhøj Madsen og Tomas Højgaard
Potentialer og begrænsninger ved anvendelse af lærebøger
i matematikundervisningen: resultater fra et systematisk review
Kristina Palm Kaplan and Johan Prytz
Conservative and transformative changes in algebra in Swedish lower secondary textbooks 1995–2015
Uffe Thomas Jankvist and Mogens Niss
Fostering an intimate interplay between research and practice: Danish ”maths counsellors” for upper secondary school
Skapad: 2020-06-30 kl. 09:33