Search results for "Matematikk"
showing 10 items of 707 documents
Student meaning making in elementary algebra teaching : An in-depth study of classrooms in four countries
2020
Paper II and III are not available as a part of the dissertation due to the copyright. The research presented in this thesis is based on observations and analyses of classroom data from four countries. The data were collected through a collaboration of local research teams in Finland, Norway, Sweden and the USA (California) and the shared topic of interest is the learning of elementary algebra. This thesis is concerned with the meaning making of students as they are introduced to, and engage in, tasks, symbols and ideas belonging to the highly abstract discourse of algebra. Further, as a response to the complexity of classroom learning, the thesis also seeks to advance analytical approaches…
Introduksjon av algebra i den norske skole : en sammenligningsstudie av læreres introduksjon og forståelse av algebra på ungdomstrinnet og i den vide…
2013
Masteroppgave i matematikkdidaktikk- Universitetet i Agder 2013 The theme for this study is introduction of algebra. I have focused on how teachers deals with the relationship between a syntactic and a semantic focus, the relationship between procedural and conceptual knowledge, the transition from lower secondary school to higher secondary school, and the use of textbooks in the teaching of algebra. My research questions are: 1. What personal understanding of algebra does teacher in mathematics in the lower secondary school and in higher secondary school have of the subject algebra? a. What understanding does the teacher have regarding the students competence in algebra? b. What does the t…
Algebra i lærebøker 8. trinn : en komparativ studie av lærebøkers introduksjon til algebra
2013
Masteroppgave i matematikkdidaktikk- Universitetet i Agder Denne masteroppgaven er en komparativ studie av lærebøker og deres introduksjon av algebra. Det største fokuset i masteroppgaven ligger på lærebøkenes arbeidsoppgaver, og på sammenhengen mellom deres utforming og elevers forståelse. I teorien har jeg fokusert på det semantiske og syntaktiske aspektet, ulike former for resonering og på relasjonell og instrumentell forståelse. Jeg har følgende tre forskningsspørsmål: - I hvilken grad bidrar lærebøkenes arbeidsoppgaver til å øke elevers relasjonsforståelse? - Hvordan er de ulike lærebøkene organisert med hensyn til oppgaver? - Hvilket fokus har de ulike lærerveiledningene på algebra? F…
H∞ model reduction for discrete-time Markovian jump systems with deficient mode information
2013
Published version of an article in the journal: Mathematical Problems in Engineering. Also available from the publisher at: http://dx.doi.org/10.1155/2013/537174 Open Access This paper investigates the problem of H∞ model reduction for a class of discrete-time Markovian jump linear systems (MJLSs) with deficient mode information, which simultaneously involves the exactly known, partially unknown, and uncertain transition probabilities. By fully utilizing the properties of the transition probability matrices, together with the convexification of uncertain domains, a new H∞ performance analysis criterion for the underlying MJLSs is first derived, and then two approaches, namely, the convex li…
En matematikklærers bruk av medierende redskaper i undervisning av lengde, areal og volum
2013
Masteroppgave i matematikkdidaktikk- Universitetet i Agder 2013 Denne studien har tittelen «En matematikklærers bruk av medierende redskaper i undervisning av lengde, areal og volum». Målet med denne studien er å studere hvordan en ungdomsskolelærer formidler matematikk til elever gjennom sin bruk av medierende redskaper og gjennom sin organisering av undervisningen. Målet er derfor også implisitt å si noe om hvordan dette legger til rette for at elevene kan ta mening av det matematiske innholdet som blir presentert i klasserommet. Studien baserer seg på kvalitativ forskning der jeg har fulgt en ungdomsskoleklasse på åttende trinn og deres lærer gjennom fire skoletimer hvor de arbeider med …
Matematikk i krisetid : matematikk og matematikere etter første verdenskrig, i mellomkrigstiden og under andre verdenskrig i Nederland
2013
Masteroppgave i matematikkdidaktikk- Universitetet i Agder 2013 We have provided new and partly unknown historical material on an important period of social, political and scientific development and change both in the Netherlands and internationally. We focused on the so far neglected history of mathematics in the Netherlands between the Two World Wars, including the period of political “cleansing” after the War. We have collected and commented biographical material on all leading Dutch mathematicians of the period as far we could reach it. We investigated in particular the political behavior of teaching personnel and of students and found differences both individually and between various i…
A model to analyse algebraic tasks solved by students : a comparative study from Finland and Norway
2013
Masteroppgave i matematikkdidaktikk- Universitetet i Agder Participating in the international VIDEOMAT-project, which is accomplished by four universities from Finland, Norway, Sweden and California (USA), this master thesis has beenbased on a comparative study about the introduction of algebrain Finland and Norway. The focus of the present study has beento compare the way studentssolve algebraic tasks: theprocedures which they use while solving tasks and the mistakes they produce. Similarities and/or differences have beenidentified between those two countries. The empirical material for thisresearch has already been collected and it includes videotaped lessons, lesson graphsand students’ w…
Improving students’ mathematics self-efficacy: A systematic review of intervention studies
2022
Self-efficacy is an integral part of personal factors that contributes substantially to students' success in mathematics. This review draws on previous intervention studies to identify, describe, and expose underlying mechanisms of interventions that foster mathematics self-efficacy. The findings show that effective mathematics self-efficacy interventions can be categorized into three categories using their underlying mechanisms: those that directly manipulate sources of self-efficacy to foster the construct, and those that either embed self-efficacy features in teaching methods or in learning strategies. Specific examples of interventions that fall in each of these three categories are des…