Search results for "MA 500"
showing 10 items of 11 documents
En meningsfull tilnærming til logaritmer En designstudie om introduksjon av logaritmer gjennom repetert divisjon
2015
Masteroppgave matematikkdidaktikk- Universitetet i Agder, 2015 This study is about finding a more effective method of introducing logarithms. As part of my study, I developed a new teaching material. The definition of logarithms in the new material is based on repeated division in the same way powers can be viewed as repeated multiplication. I have formulated the following research questions: 1) What are the characteristics of an effective method of teaching logarithms with regard to conceptual understanding? 2) Is the method where students are being introduced to logarithms through repeated division better than through the definition the Norwegian teaching materials to the greatest extent …
Tenth grade pupils engagement with the use of brackets in algebra : a case study in a school in Albania
2012
Masteroppgave i matematikkdidaktikk- Universitetet i Agder, 2012 Since algebra is considered as a language, it has its syntax, semantics, and pragmatics. In the third linguistic level (pragmatics) stand the relations between the elements of language and the users. Since brackets are elements of algebra language they have their syntax, which involves some rules that lead transformations of algebraic expressions even with brackets; and brackets have their semantic aspect, which is related to tackling of algebraic expressions into brackets such as mathematical objects. On the other side, the consideration of the syntactic aspect of algebraic expressions leads to instrumental understanding of t…
Tidlig algebra : algebraisk tenkemåte og arbeidsmåter i en tredjeklasse- en casestudie
2011
Masteroppgave i matematikkdidaktikk- Universitetet i Agder 2011 The main theme for this thesis is early algebra. The focus is on teaching approaches and how these operate during the activities used in a third grade mathematics classroom. Particular to this classroom is the absence of textbooks, and the use of concrete manipulables. The terms early algebra and algebraic reasoning are central, and I aim to give an overview of the development of, and the background for, these terms. Further I go into arithmetic and numeral reasoning as an entry point into early algebra, and also give an in-depth description of two research articles. Confluent pedagogy and the KUL-LCM project are also part of t…
Using computer technology in teaching and learning mathematics in an Albanian upper secondary school : the implementation of Simreal in trigonometry …
2012
Masteroppgave i matematikkdidaktikk- Universitetet i Agder, 2012 This study presents an investigation on the use of computer technology in mathematics teaching and learning, focusing on the students’ mathematical understanding, their attitudes and opinions in relation to such experience. It provides empirical evidence for the use of the program called SimReal in supporting exploratory and learning related activities of one important part of mathematics, trigonometry. The participants in this study were students from the second grade of an Albanian private upper secondary school (16 – 17 years old students). This is a new experience in Albanian education. The use of technology and computer p…
Elever og læreboken : en casestudie om læreboken sin rolle hos matematikkelever
2011
Masteroppgave i matematikkdidaktikk- Universitetet i Agder 2011 Students and the textbook is a case study of the role of the textbook among students. When a textbook is used in lessons, it is likely that a relation between the text and pupils will develop. Then, it is reasonable to assume that the students are influenced by the textbook in one way or the other. This study sets out to illustrate any relation that might exist between students understanding and the way in which they use the textbook. I have attempted to identify what is characteristic of each student’s understanding, although realizing the impossibility to determine anyone’s perception with certainty. To classify the students …
IKT i matematikkopplæringen- tidstjuv eller tryllemiddel? : en studie av faktorer som kan påvirke bruken av IKT generelt og GeoGebra spesielt hos lær…
2010
Masteroppgave i matematikkdidaktikk- Universitetet i Agder 2010 Denne oppgaven er basert på en studie av svar på et elektronisk spørreskjema som jeg designet ut fra en kombinasjon av egne problemstillinger, relevant forskningslitteratur og tilsvarende internasjonale studier. Jeg mottok svar fra over 300 matematikklærere fra ulike deler av landet. Respondentene jobbet i 10. klasse eller i kursene 1P og/eller 1T i den videregående opplæringen. Problemstillinger Målet med oppgaven er å få en større innsikt i hvilke faktorer som er avgjørende for at noen lærere velger å ta i bruk matematisk programvare i opplæringen og andre ikke. Jeg undersøker også hvor utbredt det dynamiske matematikkverktøy…
An exploratory study of Grade 8 Albanian students' solution processes in mathemathics word problems
2012
Masteroppgave i matematikkdidaktikk- Universitetet i Agder, 2012 This dissertation is a case study, which set out to explore Grade 8 Albanian students‟ difficulties in mathematics word problems‟ solution processes. In particular the present study explores the role of two factors, these being the context in which the problem statement is framed, and the provision of ready-made diagram that represent the components of the problem statement and the relation between them. To identify students‟ difficulties on word problems, I used Duval‟s (2006) cognitive approach. In Duval‟s (2006) theory, conversion between different registers and treatment within the same register are considered as two types…
Albanian upper secondary students´ ways of working with equations : a case study based on task-based interviews
2010
Masteroppgave i matematikkdidaktikk- Universitetet i Agder 2010 Equations are an important part in algebra in the Albanian school mathematics curriculum. This case study focuses on the way six Albanian students approach and solve equations. The students that took part were in the first year of upper secondary school (10th school year), and they have chosen to have more mathematics than the knowledge required. Students are motivated to work with mathematics, and their mathematics background is approximately the same. They came from different lower secondary schools but the programs that they have followed are the same. The research question that has directed this research is: How do the Alba…
Læreres gjennomføring av tilpasset opplæring i matematikk : en kvalitativ studie av to lærere som har vært på etterutdanningskurs i matematikk
2009
Masteroppgave i matematikkdidaktikk- Universitetet i Agder 2009 Temaet for denne masteroppgaven er tilpasset opplæring. I Norge har retten til tilpasset opplæring vært lovfestet siden 1998. Mitt forskningsspørsmål lyder: Hvordan gjennomfører lærere på mellomtrinnet tilpasset opplæring i matematikk? Studien omhandler læreres matematikkundervisning i forhold til tilpasset opplæring og elevenes faglige prestasjoner. Det empiriske utgangspunktet er to lærere som begge har deltatt på etterutdanningskurs i matematikk hos meg og underviser i en 5. og i en 7. klasse på to skoler i samme kommune. I denne studien har jeg benyttet kvalitativ metode. Dataene er innhentet gjennom spørreskjema, fokusgrup…
Regneprøven som kartleggingsprøve i matematikk på småskoletrinnet : en analyse i forhold til forskning på tallforståelse og regneferdighet
2011
Masteroppgave i matematikkdidaktikk- Universitetet i Agder 2011 This master thesis is about an obligatory national assessment test in numeracy and calculation for 2nd grade in Norwegian primary school, referred to as “Regneprøven”. The following research questions have been formulated based on a development project at three schools: What information could Regneprøven provide on students' numeracy and arithmetic skills after 2nd grade? In order to refine the research question and the research field, I have asked the four questions below: I. What is the theoretical basis for Regneprøven? II. In what way do Regneprøven and the competency goals of LK06 correspond? III. In what way do Regneprøve…