0000000000928866
AUTHOR
Niclas Larson
Seminar groups as part of first-semester mathematics teaching: What did the students learn?
International audience; In this study, the learning encouraged by teaching activities in a small-group setting was investigated through the analysis of students' responses to survey and interview questions. The results indicate that the students perceived an increased ability to communicate mathematics in written form, but to a lesser extent developed their ability to discuss mathematics and build conceptual understanding.
Differences in Norwegian and Swedish student teachers’ explanations of solutions of linear equations
This study draws on data from 146 Norwegian and 161 Swedish student teachers. They were given a correct but short and unannotated solution to the linear equation x + 5 = 4x – 1. The student teachers were invited to explain the solution provided for a fictive friend, who was absent when the teacher introduced this topic. An accurate solution of this equation contains two additive and one multiplicative operation.
 There are two main strategies for solving a linear equation, ‘swap sides swap signs’ (SSSS) and ‘do the same to both sides’ (DSBS). Of the Norwegian student teachers, 2/3 explained the additive steps in the solution by SSSS, while only 1/3 of the Swedish student teachers appli…
A collaboratively-derived research agenda for e-assessment in undergraduate mathematics
AbstractThis paper describes the collaborative development of an agenda for research on e-assessment in undergraduate mathematics. We built on an established approach to develop the agenda from the contributions of 22 mathematics education researchers, university teachers and learning technologists interested in this topic. The resulting set of 55 research questions are grouped into 5 broad themes: errors and feedback, student interactions with e-assessment, design and implementation choices, affordances offered by e-assessment tools, and mathematical skills. This agenda gives a framework for a programme of research aligned with practical concerns that will contribute to both theoretical an…
Proof by induction – the role of the induction basis
Nivå1
Developing further support for in-service teachers’ implementation of a reasoning-and-proving activity and their identification of students’ level of mathematical argumentation
This is the third in a series of papers focusing reasoning-and-proving. Participants were in-service teachers enrolled in a continuing university education programme in teaching mathematics for grades 5–10. Data were collected from a course assignment in 2018 and 2019, where the in-service teachers reported about their students’ work with a reasoning-and-proving task. Their reports included an identification of the levels the students’ written argumentation reached, based on Balacheff’s taxonomy of proofs. The course assignment’s instructions were expanded for the 2019-cohort. Comparing in-service teachers’ proof level identifications to the researchers’ by statistical analyses, indicated a…