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The transition between mathematic studies at secondary and tertiary levels; individual and social perspectives.
Växjö universitet, Fakulteten för matematik/naturvetenskap/teknik, Matematiska och systemtekniska institutionen.
2009 (Engelska)Konferensbidrag, Publicerat paper (Refereegranskat)
Abstract [en]

The aim of this paper is to illustrate how an empirical research interest in the transition between mathematics studies at secondary and tertiary levels generates a need for different theoretical approaches. From interviews with teacher students before and during their university studies in mathematics, three crucial aspects of the transition have been discerned; Mathematical learning objects, Mathematical resources and Students as active learners. Whereas the two former have both individual and social dimensions, the latter can be regarded as relational, constituting a link between the learning environment and the student in his or her intention to learn mathematics.

Ort, förlag, år, upplaga, sidor
2009.
Nyckelord [en]
teacher students, transition, individual, social, grounded theory
Forskningsämne
Matematik, Matematikdidaktik
Identifikatorer
URN: urn:nbn:se:lnu:diva-6645OAI: oai:DiVA.org:lnu-6645DiVA, id: diva2:327937
Tillgänglig från: 2010-06-30 Skapad: 2010-06-30 Senast uppdaterad: 2014-05-12Bibliografiskt granskad

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Stadler, Erika

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Totalt: 33 träffar
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