Search results for "VDP::Social science: 200::Education: 280::Subject didactics: 283"
showing 10 items of 80 documents
Mediated action in teachers’ discussions about mathematics tasks
2012
Published version of an article in the journal: ZDM. Also available from the publisher at: http://dx.doi.org/10.1007/s11858-012-0423-0 This paper presents analyses of teachers’ discussions within mathematics teaching developmental research projects, taking mediation as the central construct. The relations in the so-called ‘didactic triangle’ form the basic framework for the analysis of two episodes in which upper secondary school teachers discuss and prepare tasks for classroom use. The analysis leads to the suggestion that the focus on tasks places an emphasis on the task as object and its resolution as goal; mathematics has the role of a mediating artefact. Subject content in the didactic…
Developing Algebraic Thinking in a Community of Inquiry : Collaboration between Three Teachers and a Didactician
2009
In this thesis I report from a study of the development of algebraic thinking of three teachers, from lower secondary school, and a didactician from a university in Norway (myself). The thesis offers an account of the relationship between the participants’ development of algebraic thinking and the processes related to the creation and development of a community of inquiry. In addition, the thesis presents elements of the relationship between the teachers’ development of algebraic thinking and their thinking in relation to their teaching practice. My theoretical framework was elaborated according to the criteria of relevance and coherence. In order to conceptualise the participants’ developm…
Themes within lecturers' views on the teaching of linear algebra
2019
Author's accepted manuscript (postprint). This is an Accepted Manuscript of an article published by Taylor & Francis in International Journal of Mathematical Education in Science and Technology on 25/09/2019, available online: http://www.tandfonline.com/10.1080/0020739X.2019.1668976. Available from 26/09/2020. This paper reports on themes that arose in an investigation of university lecturers’ views on the teaching of linear algebra. This focus on themes was the initial part of a study concentrating on four areas: What is important to teach in a first course in linear algebra? Are there teaching methods which are particularly suited for such a course? Are there tools that should/should not …
Collaborative writing with web 2.0 technologies: education students' perceptions
2011
Published version of an article from the journal: Journal of Information Technology Education. Also available from the publisher: http://jite.org/documents/Vol10/JITEv10IIPp073-103Brodahl948.pdf Executive Summary Web 2.0 technologies are becoming popular in teaching and learning environments. Among them several online collaborative writing tools, like wikis and blogs, have been integrated into educational settings. Research has been carried out on a wide range of subjects related to wikis, while other, comparable tools like Google Docs and EtherPad remain largely unexplored in the literature. This work presents a case study investigating education students' perceptions of collaborative writ…
A co-writing development approach to wikis: Pedagogical issues and implications
2011
Published version of a paper from the journal: World Academy of Science, Engineering and Technology. Also available from the publisher: http://www.waset.org/journals/waset/v77/v77-107.pdf Wikis are promoted as collaborative writing tools that allow students to transform a text into a collective document by information sharing and group reflection. However, despite the promising collaborative capabilities of wikis, their pedagogical value regarding collaborative writing is still questionable. Wiki alone cannot make collaborative writing happen, and students do not automatically become more active, participate, and collaborate with others when they use wikis. To foster collaborative writing a…
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…
Investigating technical and pedagogical usability issues of collaborative learning with wikis
2012
Published version of an article in the journal: Informatics in Education : an International Journal. Wikis have been recently promoted as tools that foster collaborative learning. However, there has been little research devoted to the criteria that are suitable to address issues pertinent to collaborative learning. This paper proposes a set of criteria to explore technical and pedagogical usability issues of collaborative learning with wikis. The criteria are then used to evaluate students’ collaborative writing activities. The units of study are wikis that groups of students developed collaboratively using MediaWiki. This paper also reports on technical and pedagogical implications for the…
Investigating the affordances of a flipped mathematics classroom from an activity theoretical perspective
2020
Abstract Flipped Classroom as a pedagogical framework has gained popularity at secondary and tertiary levels of mathematics education, but there is a lack of research based on a solid theoretical foundation. This article considers the flipped mathematics classroom from the perspective of affordances and cultural–historical activity theory. The empirical background is based on semi-structured interview data from eight first-year computer-engineering students following 1 year of flipped classroom teaching. The thematic analysis of the data indicates that the flipped format offers a range of affordances at various levels of the activity system. This article advances research on affordances for…
Reasoning with paper and pencil: The role of inscriptions in student learning of geometric series
2009
The purpose of this article is to analyse how students use inscriptions as tools for thinking and learning in mathematical problem-solving activities. The empirical context is that of learning about geometric series in a small group setting. What has been analysed is how students made use of inscriptions, self-made as well as those provided by text books and teachers, and the role these inscriptions played in the coordination of students’ learning/communication. Through the use of inscriptions (made on the chalkboard and with paper and pencil), the students externalised their thinking while engaging in mathematical reasoning on the topic of geometric series. The inscriptions were significan…
Pedagogical criteria for successful use of wikis as collaborative writing tools in teacher education
2012
Published version of an article from the journal: International Proceedings of Economics Development and Research. Also available from the publisher: http://www.ipedr.com/vol27/3-IC4E%202012-F00002.pdf Wiki is a Web 2.0 technology that potentially promotes collaborative writing, group discussion and interaction. However, little research has been done as to which criteria are suitable to address pedagogical issues that are pertinent to collaborative writing with wikis. This paper proposes a set of pedagogical criteria to explore wiki-based collaborative writing. The criteria are then used to evaluate students’ perceptions of collaborative writing using MediaWiki. The paper also reports on pe…