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The transition between mathematic studies at secondary and tertiary levels; individual and social perspectives.
Växjö University, Faculty of Mathematics/Science/Technology, School of Mathematics and Systems Engineering.
2009 (English)Conference paper, (Refereed)
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.

Place, publisher, year, edition, pages
2009.
Keyword [en]
teacher students, transition, individual, social, grounded theory
Research subject
Mathematics, Mathematical Education
Identifiers
URN: urn:nbn:se:lnu:diva-6645OAI: oai:DiVA.org:lnu-6645DiVA: diva2:327937
Available from: 2010-06-30 Created: 2010-06-30 Last updated: 2014-05-12Bibliographically approved

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CiteExportLink to record
Permanent link

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Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf