Search results for "ComputingMilieux_COMPUTERSANDEDUCATION"
showing 10 items of 1620 documents
Opportunities and Challenges when Students Work with Vocationally Connected Mathematics Tasks
2021
Students in vocational education in Norway take a compulsory mathematics course in the first year of their programme. This course offers opportunities for engaging with mathematics which can be highly relevant to practice in many workplaces. Working with vocationally connected mathematics tasks, tasks designed to draw on students’ future working contexts, is one way of trying to connect to students’ possible future vocations. This study aims to understand how students interact with such tasks with a particular emphasis on the roles of norms, authenticity and students’ positioning between the practices of school, the workplace and everyday life. In this study, I observed students working wit…
Omvendt undervisning i matematikk : en studie av elevers oppfatning av undervisningsmetoden
2013
Masteroppgave i matematikkdidaktikk- Universitetet i Agder 2013 Many teachers want to try out different teaching methods to find the one that makes students learn best. In today's society we surround ourselves with technology most of the day and there are several teaching methods that make use of technological tools in different ways. The “flipped classroom” is one of these and this is a method that has become more and more popular around the world and now also in Norway. In short, this is a method where students get theoretical review outside the classroom by using instructional videos, while solving problems and other learning activities are carried out at school with the teacher present.…
Forskningsbasert lærerutdanning i matematikk : hva betyr forskningsbasert undervisning for GLU studentene i MA-149?
2013
Masteroppgave i matematikkdidaktikk- Universitetet i Agder 2013 It is enshrined in law and regulation that all higher education should be research-based and research-oriented. How a research-based approach should be reflected in the education is not defined clearly, so there is room for interpretation that gives the institutions a certain freedom. In this study I examine how a mathematics education courses at the University of Agder is research-corrected and the consequences of that for the students. To see the significance the students believe a research-based course has, I through the study attempt to answer the following research questions: - What does mathematics education research mean…
Materiell-kollektiv praksis. En tilnærming til fagdidaktikk for kunst og håndverk utviklet i veveprosjektet : Veve i åpne dører
2021
This study inquires into the potential of a material-collective practice as a pedagogical approach for a world-centred arts and crafts education. It challenges the Norwegian individually centred education policy with its predefined and measurable competencies. This monograph examines and discusses the possibilities when teacher attention shifts from the acquisition of skills and production of objects to the students' encounters with each other, materials and their surroundings. The study's emergent research method, material-collective ethnography, is proposed as a method for teaching practice. This empirical study consists of micro ethnographic fieldwork during an outdoor weaving project wi…
Matematikk i yrkesutdanningen : En kasusstudie av sammenhengen mellom matematikkfaget og programfagene på yrkesutdanningen elektrofag
2013
Masteroppgave matematikkdidaktikk MA502 – Universitetet i Agder 2013 The teaching of mathematics in vocational education programs in Norway is required to make connections with each student's professional practice and daily life. The aim of this study is to investigate the relationship between mathematics and the program subjects in electrical vocational education. This is achieved through a description of the diverse teaching practices, leading to where the two subjects overlap. My main question is: What characterizes the relationship between mathematics 1T-Y and the program subjects in the electric vocational education? To address this question, I have formulated three research questions:…
Using the interactive learning environment aplusix for teaching and learning school algebra: A research experiment in a middle school
2011
Published version of an article from the journal: Turkish Online Journal of Educational Technology. Also available from the publisher: http://www.tojet.net/ Open Access Most software tools that have been developed with the aim of helping students to learn school algebra have not yet achieved successful results in classroom. Almost all of them are menu-based systems that provide transformation rules in menus and buttons. Aplusix is a new interactive software tool for learning school algebra. In contrast to existing software tools in mathematics education, Aplusix has been developed to allow students to freely build and transform algebraic expressions as they can do on paper. In addition, Apl…
Elevers matematikksamtaler : Læring i og mellom praksiser
2012
Doktorgradsavhandling ved Universitetet i Agder, Fakultet for teknologi og realfag The aim of this study “Students´mathematical conversations – Learning in and beween practices” is to examine students’ mathematical conversations and the students learning in and between practices. I study what characterizes mathematical conversations, and explore what potential the participation in such conversations in and outside school, have towards critical learning of mathematics. It is an expressed political goal that the subject of mathematics should be more practical in school. The government’s strategic document “Realfag for framtida, [MST for the future] 2010–2014”, describes company as an arena fo…
ICT for inquiry in mathematics: A developmental research approach
2009
Accepted version of an article published in the journal: Journal of computers in mathematics and science teaching Copyright 2009 by the Association for the Advancement of Computing in Education (AACE). [http://www.aace.org] Included here by permission" Computers and calculators are in general widely used in Norwegian schools, but with limited use in specific school subjects, as particularly in mathematics teaching. Various reports from surveys and research projects indicate that teachers’ competence with ICT is a crucial point, and that teachers’ lack of knowledge of how to utilise software for mathematics is a key challenge for further development. In the project ICT and mathematics learni…
Virtual PhD courses – A new mode of PhD education?
2012
Published version of an article from the proceedings of the NOKOBIT conference. Also available from Tapir:http://www.tapironline.no/fil/vis/1029 This paper presents experiences from a joint virtual PhD course for doctoral students at a Norwegian and a US university. Based on an experiential learning approach, the course focused on practices for virtual research collaboration. Through six synchronous online sessions, interspersed with interaction in sub-teams, the participants worked on developing a joint conference publication. This gave the PhD students first-hand experience with working in a virtual research team. Based on our analysis of the experiences from the course, we discuss challe…
Engineering students approaching the mathematics textbook as a potential learning tool – opportunities and constraints
2016
Doktorgradsavhandling It is usually assumed that the students at tertiary level work intensively and individually with the new mathematical concepts (Wood, 2001). In this context the mathematics textbook might be an important learning tool. This thesis addresses the issue of what factors might influence the role of the mathematics textbook as a learning tool. The study is situated in the context of the basic mathematics course taken by first-year engineering students. A brief pilot study indicated that a majority of the students preferred using lecture notes rather than the textbook although in the beginning of the semester they perceived the textbook as being important when learning mathem…