Search results for " Overview"
showing 5 items of 155 documents
Fostering Heuristic Strategies in Mathematics Teacher Education
2018
International audience; The “double discontinuity” stated by Felix Klein 1908 is still relevant in the mathematics teacher education at German universities. We are developing a course approach, which is intended to bridge the double discontinuity in a didactic dimension. We offer additional learning opportunities for teacher students, which are characterized by clarifications of mathematical methods that are fundamental to the regular lecture contents. We focus especially on reflections on heuristic strategies, which are the core part of mathematical methods according to George Pólya. Feedback shows that students consider our approach as helpful in the transition from school to university.
Characteristics of participation - A mathematician and a mathematics educator collaborating on a developmental research project
2018
International audience; In this paper, a developmental research project involving offering mathematical modelling (MM) activities to university biology students is presented, and a particular aspect is studied, namely the project as a collaboration between mathematicians and mathematics educators. The aim of the paper is to investigate what characterizes their participation in the project, and how the characteristics of the project and its development might influence this participation. Interview data as well as observation data from the MM sessions are analysed, and findings show that the mathematics educator served as a broker influencing the practice of the mathematician. It is hoped tha…
Programming in mathematics teacher education – a collaborative teaching approach
2018
International audience
Students' problems in the identification of subspaces in Linear Algebra
2018
International audience; The goal of the study presented in this paper is the investigation of students' problems with exercises concerning central topics of linear algebra courses at university level. We present the results of our analysis of students' work on an exercise about subspaces of . We evaluated the written solutions of the task as well as transcripts based on videos taken of student groups working on the problem. We identified and classified descriptions of vector spaces and subspaces that varied widely and demonstrated highly different skills in working with geometric or formal algebraic objects. We analyzed how far students could progress in a complex reasoning process, and ide…
Does using a visual-representation tool foster students’ ability to identify forces and construct free-body diagrams?
2013
Earlier research has shown that after physics instruction, many students have difficulties with the force concept, and with constructing free-body diagrams (FBDs). It has been suggested that treating forces as interactions could help students to identify forces as well as to construct the correct FBDs. While there is evidence that identifying interactions helps students in quantitative problem solving, there is no previous research investigating the effect of a visual-representation tool—an interaction diagram (ID)—on students’ ability to identify forces, and to construct the correct FBDs.We present an empirical study conducted in 11 Finnish high schools on students (n ¼ 335, aged 16) takin…