1,721,136 research outputs found
Programming, mathematical reasoning and sense-making
No full textThis article explores the features of students’ reasoning and sensemaking when computer programming and mathematics interact,specifically, using the exterior angle concept to make different regular polygons with Scratch as a programming tool. At the end of the2019 spring term in a public elementary school, data were obtainedfrom a pretest, a posttest, programming tasks, surveys, audio recordings, and research field notes. Fifty-six students aged 13–14 yearsparticipated in the study. Concepts from variation theory in combination with a post-structuralist philosophical perspective were used toanalyse what features of tasks allow students to experience reasoning and sense-making and what features are discerned in students’reasoning and sense-making. The results illustrate the features oftasks as well as how connections are created during task constructionbetween different concepts from mathematics and programming topromote sense-making and reasoning. The results also indicate thatthe features discerned in students’ reasoning and sense-making consist of a flow of lines that are diverse in form and are distributedacross the task assemblage. The use of repetition as difference atthe level of idea is powerful in order to create a close connectionbetween reasoning and sense-making and to support differencesand heterogeneities
Reflection and the object of learning
Get PDFIn the present paper, I present a model that can be used for supporting teachers’ reflection on practical situations they are confronted with. The model is grounded in two concepts from variation theory: critical aspects and dimensions of variation. Analysis of the data allows for determination of what kind of reflection is used in teachers’ professional development when working with algebra modules and the teachers´ perceptions of the relevance and usefulness of the professional development concerning algebra modules. The results show that effective professional development focuses on improving instructional practice by giving teachers new knowledge and techniques for assessing learning with the ultimate goal of improving the learning of students. The results also show that the teachers practiced reflection-in and on-action
Utvärdering– learning/lesson study
No full textLinnéuniversitetet genomförde på uppdrag av Skolverket en fördjupad utvärdering av ett urval projekt inommatematiksatsningen 2009-2010. Det övergripande syftet är att utvärdera genomförda utvecklingsinsatserseffekter med avseende på kvaliteten i matematikundervisningen. Utvärderingen har en huvudsaklig kvalitativinriktning, och bygger på fördjupade samtal (gruppintervjuer, individuella intervjuer), projektdokumentationoch lärares fördjupade dokumentation. Viss kvantitativ information kommer också att samlas in för att belysakommunernas/skolornas förutsättningar.</p
Enhancing mathematics communication using critical aspects and dimensions of variation
No full textCommunication is an integral part of classroom interaction and the quality of communication influences the quality of teaching and learning mathematics. In general, the communication is about a content, and how the content is handled during the communication has an impact of what aspects the students have the possibility to discern. The communication in the classroom succeed or not depending on the opportunities offered in the classroom to work out the meaning of the whole by knowing the meaning of the simple parts, the semantic significance of a finite number of syntactic modes of composition, and recognizes how the whole is built up out of simple parts. In the presentation the focus on a the effectiveness of communication in mathematics classrooms, and it is based on data collected, during a 3-year period, while different objects of learning is presented in nine classes, and it includes 22 teachers and 884 students.</p
Programmering och matematik i grundskola
No full text Nya krav ställs på lärare och elever i och med regeringens beslut att programmering införs som ett tydligt inslag i matematik. Huvudidén i min presentation är att redogöra för vad dessa krav kan betyda för att länka matematiska idéer till sammanhängande helheter i programmering. I presentationen tas upp aktiviteter konstruerade och använda i programmeringsmiljöer i grundskola som visade att aktiviteterna har potential att stödja lärare och elever att lära sig att representera sina egna matematiska idéer med hjälp av programmering.</p
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