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Bridging the gap between theory and practice by the use of iterative processes
University of Gothenburg.
Linnaeus University, Faculty of Engineering and Technology, Department of Mathematics Education.
2013 (English)In: Journal of Education and Learning, ISSN 1927-5250, Vol. 2, no 1, p. 230-239Article in journal (Refereed) Published
Abstract [en]

The aim of this study is to study learning the positional ten base notation by the increase of students’ test scoresduring the learning study process. Five teachers, one researcher and 53 students participated. Three researchlessons in three different groups of students were conducted. The improvement in the third lesson (C) correlateswith the more developed theoretical based assumptions the design is made, which resulted in a pattern ofvariation that stronger pointed out the aspect needed to discern to understand the object of learning in a new andmore developed way. The differences in the third research lesson (C) was significant** p=0.005 while thedifferences in research lessons A and B were not significant.

Place, publisher, year, edition, pages
2013. Vol. 2, no 1, p. 230-239
Keywords [en]
base 10 positional notation, compulsory school instruction, action research, learning study, teacher development
National Category
Educational Sciences Didactics
Research subject
Mathematics, Mathematical Education; Pedagogics and Educational Sciences
Identifiers
URN: urn:nbn:se:lnu:diva-19202DOI: 10.5539/jel.v2n1p230OAI: oai:DiVA.org:lnu-19202DiVA, id: diva2:530057
Available from: 2012-05-31 Created: 2012-05-31 Last updated: 2013-05-02Bibliographically approved

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Olteanu, Constanta

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CiteExportLink to record
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Citation style
  • apa
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  • nn-NB
  • sv-SE
  • Other locale
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Output format
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  • asciidoc
  • rtf