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  • 1.
    Berggren, Elin
    et al.
    Linnaeus University, Faculty of Science and Engineering, School of Computer Science, Physics and Mathematics.
    Sollervall, Håkan
    Linnaeus University, Faculty of Science and Engineering, School of Computer Science, Physics and Mathematics.
    Searching for a sharp version of the Iliev-Sendov conjecture2010In: Advanced Studies in Contemporary Mathematics, ISSN 1229-3067, Vol. 20, no 1, p. 81-88Article in journal (Refereed)
  • 2.
    Brandell, Gerd
    et al.
    Lund University.
    Sollervall, Håkan
    Malmö University.
    Planering av matematikundervisning2015Other (Other academic)
  • 3.
    Bråting, Kajsa
    et al.
    Uppsala universitet.
    Sollervall, Håkan
    Linnaeus University, Faculty of Technology, Department of Mathematics.
    Stadler, Erika
    Algebra för lärare2017 (ed. 1)Book (Other academic)
  • 4.
    Bråting, Kajsa
    et al.
    Uppsala University.
    Sollervall, Håkan
    Linnaeus University, Faculty of Technology, Department of Mathematics.
    Stadler, Erika
    Linnaeus University, Faculty of Technology, Department of Mathematics, Department of Mathematics Education. Stockholm University.
    Geometri för lärare2013 (ed. 1)Book (Other academic)
  • 5.
    Gil de la Iglesia, Didac
    et al.
    Linnaeus University, Faculty of Science and Engineering, School of Computer Science, Physics and Mathematics.
    Andersson, Jesper
    Linnaeus University, Faculty of Science and Engineering, School of Computer Science, Physics and Mathematics.
    Milrad, Marcelo
    Linnaeus University, Faculty of Science and Engineering, School of Computer Science, Physics and Mathematics.
    Sollervall, Håkan
    Linnaeus University, Faculty of Science and Engineering, School of Computer Science, Physics and Mathematics.
    Towards a Decentralized and Self-Adaptive System for M-Learning Applications2012In: Seventh IEEE International Conference on Wireless, Mobile and Ubiquitous Technology in Education: Takamatsu, Kagawa, Japan, 27-30 March 2012, IEEE, 2012, p. 162-166Conference paper (Refereed)
    Abstract [en]

    Through the analysis of the different iterations of the Geometry Mobile (GEM) project, a mobile learning effort in the field of mathematics, we have identified a major architectural issue to be addressed in the design and implementation of m-learning applications. Due to the dynamic nature of the field many challenging requirements are continuously emerging. One of them relates to the possibility to support collaborative activities that demand sharing resources between students and their mobile devices in constantly changing conditions. These situations generate the need of using decentralized distributed architectures in which mobile devices can share resources to carry out the activity covering the concerns defined by the different stakeholders. This paper describes our current efforts connected to identifying a set of requirements for M-Learning activities. Thereafter, we elaborate on why a decentralized distributed system (DDS) can be used to provide a novel solution to tackle the mentioned above problems. Moreover, initial aspects related to the design of a DDS, including a self-adaptation mechanism are presented.

  • 6.
    Gil de la Iglesia, Didac
    et al.
    Linnaeus University, Faculty of Technology, Department of Media Technology.
    Sollervall, Håkan
    Linnaeus University, Faculty of Technology, Department of Mathematics.
    Zbick, Janosch
    Linnaeus University, Faculty of Technology, Department of Media Technology.
    Delgado, Yeray Real
    Linnaeus University, Faculty of Technology, Department of Media Technology.
    Mazarico, Carlos Sirvent
    Linnaeus University, Faculty of Technology, Department of Media Technology.
    Combining web and mobile technologies to support sustainable activity design in education2015In: CEUR Workshop Proceedings, CEUR-WS.org , 2015, Vol. 1411, p. 1-4Conference paper (Refereed)
    Abstract [en]

    In this paper, we describe an approach for designing and developing technological solutions to support teachers in creating their own outdoor teaching activities. We elaborate on one particular case, TriGO, in which primary school students perform outdoor tasks to experience concepts and constructions in the field of mathematics. The application designs and an initial evaluation of the developed technological solutions is provided based on the results obtained from school activities performed with more than 10 teachers and 50 students.

  • 7.
    Helenius, Ola
    et al.
    NCM, Sweden.
    Palmér, Hanna
    Linnaeus University, Faculty of Technology, Department of Mathematics Education.
    Sollervall, Håkan
    Malmö University, Sweden.
    Lingefjärd, Thomas
    Universtiy of Gothenburg, Sweden.
    IKT i matematikundervisningen2015Other (Other academic)
  • 8.
    Helenius, Ola
    et al.
    NCM, Sweden.
    Palmér, Hanna
    Linnaeus University, Faculty of Technology, Department of Mathematics Education.
    Sollervall, Håkan
    Malmö University, Sweden.
    Lingefjärd, Thomas
    Universtiy of Gothenburg.
    IKT i matematikundervisningen2015Other (Other academic)
  • 9.
    Helenius, Ola
    et al.
    NCM, Sweden.
    Sollervall, Håkan
    Malmö University, Sweden.
    Matematikundervisning och utveckling med IKT2015Other (Other academic)
  • 10.
    Helenius, Ola
    et al.
    NCM.
    Sollervall, Håkan
    Malmö högskola.
    Matematikundervisning och utveckling med IKT2015Other (Other academic)
  • 11.
    Helenius, Ola
    et al.
    NCM.
    Sollervall, Håkan
    Malmö högskola.
    Matematikundervisning och utveckling med IKT2015Other (Other academic)
  • 12.
    Helenius, Ola
    et al.
    NCM.
    Sollervall, Håkan
    Malmö högskola.
    Matematikundervisning och utveckling med IKT2015Other (Other academic)
  • 13.
    Helenius, Ola
    et al.
    NCM, Sweden.
    Sollervall, Håkan
    Malmö University, Sweden.
    Lingefjärd, Thomas
    University of Gothenburg, Sweden.
    IKT i matematikundervisningen2015Other (Other academic)
  • 14.
    Helenius, Ola
    et al.
    NCM, Sweden.
    Sollervall, Håkan
    Malmö Universit, Swedem.
    Lingefjärd, Thomas
    University of Gothenburg, Sweden.
    IKT i matematikundervisningen2015Other (Other academic)
  • 15.
    Kasana, H. S.
    et al.
    Thapar Institute of Engineering and Technology, India.
    Sollervall, Håkan
    Uppsala University, Sweden.
    Approximation of unbounded functions by linear positive operators1996In: Mathematische Nachrichten, ISSN 0025-584X, E-ISSN 1522-2616, Vol. 180, no 1, p. 85-93Article in journal (Refereed)
  • 16.
    Larson, Niclas
    et al.
    Stockholms universitet.
    Sollervall, Håkan
    Linnaeus University, Faculty of Technology, Department of Mathematics. Malmö högskola.
    Analys av matematikundervisning med ATD2015Other (Other academic)
  • 17.
    Lingefjärd, Thomas
    et al.
    Göteborgs universitet.
    Sollervall, Håkan
    Malmö högskola.
    Undersökande arbetssätt2015Other (Other academic)
  • 18.
    Lingefjärd, Thomas
    et al.
    University of Gothenburg, Sweden.
    Sollervall, Håkan
    Malmö University, Sweden.
    Helenius, Ola
    University of Gothenburg, Sweden.
    Lärande och digitala verktyg2015Other (Other academic)
  • 19.
    Lingefjärd, Thomas
    et al.
    University of Gothenburg, Sweden.
    Sollervall, Håkan
    Malmö University, Sweden.
    Helenius, Ola
    University of Gothenburg, Sweden.
    Undersökande arbetssätt2015Other (Other academic)
  • 20.
    Lingefjärd, Thomas
    et al.
    University of Gothenburg, Sweden.
    Sollervall, Håkan
    Malmö University, Sweden.
    Ryan, Ulrika
    Malmö University, Sweden.
    Helenius, Ola
    NCM, Sweden.
    Dynamisk representation med digitala verktyg2015Other (Other academic)
  • 21.
    Nilsson, Per
    et al.
    Växjö University, Faculty of Mathematics/Science/Technology, School of Mathematics and Systems Engineering.
    Sollervall, Håkan
    Växjö University, Faculty of Mathematics/Science/Technology, School of Mathematics and Systems Engineering.
    Milrad, Marcelo
    Växjö University, Faculty of Mathematics/Science/Technology, School of Mathematics and Systems Engineering.
    Collaborative design of mathematical activities for learning in an outdoor setting2009In: Proceedings of the 6th Conference of the European Society for Research in Mathematics Education, CERME 6: January 28th-February 1st 2009, Lyon (France), 2009, p. 1101-1110Conference paper (Refereed)
    Abstract [en]

    In recent years, teaching mathematics in an outdoor setting has become popular among teachers, as it seems to offer alternative ways to motivate children’s learning. These new learning possibilities pose crucial questions regarding the nature of how mathematical activities should be designed for outdoors settings. In this paper we describe our current work related to the design and implementation of mathematical activities in this particular environment in which a specific mathematical content was used as the central component in the design. We illustrate our collaborative design approach and the results from observations of two activities. Our initial results provide us with valuable insights that can help to better understand how to design and implement this kind of educational activities.

  • 22.
    Nilsson, Per
    et al.
    Linnaeus University, Faculty of Science and Engineering, School of Computer Science, Physics and Mathematics.
    Sollervall, Håkan
    Linnaeus University, Faculty of Science and Engineering, School of Computer Science, Physics and Mathematics.
    Spikol, Daniel
    Linnaeus University, Faculty of Science and Engineering, School of Computer Science, Physics and Mathematics.
    Mathematical learning processes supported by augmented reality2010In: Proceedings of the 34th Conference of the International Group for the Psychology of Mathematics Education: Mathematics in different settings : PME 34, Belo Horizonte, Brazil / [ed] Márcia Pínto & Teresinha Kawasaki, Belo Horizonte, Brazil: PME , 2010, p. 337-344Conference paper (Refereed)
    Abstract [en]

    The authors of this paper are involved in an ongoing project with the aim of investigating ICT-supported activities for the learning of mathematics where real-world images are mixed with computer-generated 3D images. The present paper explores the ways in which four students (15 years old) try to make sense of a task that calls for reflection on the concept of scale. The analysis shows how this specific kind of learning activity can challenge students to vary and coordinate among representations offered within the activity, thereby creating opportunities to extend and strengthen their networks of knowledge elements associated with the current learning object.

  • 23.
    Peng, Aihui
    et al.
    Linnaeus University, Faculty of Technology, Department of Mathematics Education. Southwest University, USA.
    Sollervall, Håkan
    Linnaeus University, Faculty of Technology, Department of Mathematics.
    Primary school students’ spatial orientation strategies in an outdoor learning activity supported by mobile technologies2014In: International Journal of Education in Mathematics, Science and Technology, ISSN 2147-611X, Vol. 2, no 4, p. 246-256Article in journal (Refereed)
    Abstract [en]

    Students’ different learning performance on mathematical problem solving across contexts has attracted a number of researchers’ interest. The study investigates the spatial orientation ability of primary school students in an outdoor situation, where six pairs of grade six students are asked to coordinate themselves physically in terms of given distances with respect to two given points. Their spatial orientation performance is evaluated quantitatively, in terms of the number of attempts needed to reach the target points, as well as qualitatively by analyzing their strategies as described in their answers to a questionnaire. According to our findings the students enjoy and perform remarkably well in the outdoor setting, an observation that leads us to suggest that engaging students in outdoor activities may enhance their learning of mathematics.

  • 24.
    Peng, Aihui
    et al.
    Linnaeus University, Faculty of Technology, Department of Mathematics, Department of Mathematics Education.
    Sollervall, Håkan
    Linnaeus University, Faculty of Technology, Department of Mathematics. Malmö University.
    Stadler, Erika
    Stockholm University.
    Shang, Yueqiang
    Southwest University, USA.
    Ma, Li
    Linnaeus University, Faculty of Technology, Department of Mathematics, Department of Mathematics Education.
    Swedish and Chinese teachers' views on what constitutes a good mathematical test task: A pilot study2015In: Proceedings of CERME 9, European Society for Research in Mathematics Education, 2015, p. 1738-1744Conference paper (Refereed)
    Abstract [en]

    Mathematical tasks in tests are central to students’ learning.Research shows that there is a significant gap between mathematical tasks in national tests and teacher-made tests.In this pilot study we examineeighteenSwedish and Chinese teachers’ viewsonwhat constitutes of a good mathematicaltesttaskat thelowersecondary school level. E-Mail Interviewing is conducted by presenting sevenmathematical tasks from national tests inSweden and China, respectively. The preliminary results show that Swedish and Chinese teachers hold some common viewsonthecharacteristics of good mathematical test tasks, but they also show different viewson the cognitively demanding tasks. Implications of the results and the methodology informed by the pilot study are discussed.

  • 25.
    Perez, Miguel
    et al.
    Linnaeus University, Faculty of Technology, Department of Mathematics, Department of Mathematics Education.
    Sollervall, Håkan
    Linnaeus University, Faculty of Technology, Department of Mathematics.
    Developing Mathematics Instruction with Adaptive Conceptual Frameworks2014In: Proceedings of MADIF 9, 2014Conference paper (Refereed)
  • 26.
    Ryan, Ulrika
    et al.
    Malmö University, Sweden.
    Sollervall, Håkan
    Malmö University, Sweden.
    Lingefjärd, Thomas
    University of Gothenburg, Sweden.
    Helenius, Ola
    NCM, Sweden.
    Dynamisk representation med digitala verktyg2015Other (Other academic)
  • 27.
    Ryan, Ulrika
    et al.
    Malmö University, Sweden.
    Sollervall, Håkan
    Malmö University, Sweden.
    Lingefjärd, Thomas
    University of Gothenburg, Sweden.
    Helenius, Ola
    NCM, Sweden.
    Dynamisk representation med digitala verktyg2015Other (Other academic)
  • 28.
    Sollervall, Håkan
    Linnaeus University, Faculty of Science and Engineering, School of Computer Science, Physics and Mathematics.
    Affordances and their mediating artifacts as instruments for the collaborative design of innovative mathematical learning activities2012Conference paper (Other academic)
    Abstract [en]

    The unfolding of an affordance, as an opportunity for action, during a learningactivity requires the learner to interact with mediating artifacts. The design of alearning activity involves appropriating affordances and embedding them in theactivity in such a manner that the learner is invited to unfold the affordances,through interaction with their mediating artifacts in accordance with pre-definedhypothetical learning trajectories. In this paper, the notion of affordances is usedexplicitly in the discussion of two previous research efforts. We argue that thenotion of affordances, which was tacitly used in these efforts and aligns well withthe methodology of scenario-based design, may be used as an instrument for thecollaborative design of innovative mathematical learning activities.

  • 29.
    Sollervall, Håkan
    Linnaeus University, Faculty of Technology, Department of Mathematics.
    Aritmetik för lärare: tal och de fyra räknesätten2015 (ed. 2)Book (Other academic)
  • 30.
    Sollervall, Håkan
    Linnaeus University.
    Att stödja elever med förmåga och fallenhet i matematik2004In: Acta Wexionensia, ISSN 1404-4307, Vol. 53, p. 127-136Article, review/survey (Other academic)
  • 31.
    Sollervall, Håkan
    Linnaeus University, Faculty of Science and Engineering, School of Computer Science, Physics and Mathematics.
    Att stödja och utveckla elevers matematiska uttrycksförmåga med teknikstödda lärandeaktiviteter2012Conference paper (Other (popular science, discussion, etc.))
  • 32.
    Sollervall, Håkan
    Linnaeus University, Faculty of Science and Engineering, School of Computer Science, Physics and Mathematics.
    Augmented reality as support for designing a learning activity concerning the mathematical concept of scale2010In: Proceedings of MADIF 7, Svensk förening för MatematikDidaktisk Forskning - SMDF, 2010, p. 222-230Conference paper (Refereed)
  • 33.
    Sollervall, Håkan
    Linnaeus University, Faculty of Science and Engineering, School of Computer Science, Physics and Mathematics.
    Beyond the traditional mathematics classroom: On the design of innovative outdoor activities2011In: Proceedings of the International Symposium on Science and Humanities Education in the 21st Century, Chongqing, China, 2011Conference paper (Other academic)
  • 34.
    Sollervall, Håkan
    Linnaeus University, Faculty of Science and Engineering, School of Computer Science, Physics and Mathematics. Halmstad University, Sweden.
    Collaborative mathematical inquiry with augmented reality2012In: Research and Practice of Technology Enhanced Learning, ISSN 1793-2068, Vol. 7, no 3, p. 153-173Article in journal (Refereed)
    Abstract [en]

    In this paper we describe and reflect on the design of a mathematical learning activity developed incollaboration between teachers, researchers and technical developers. By making use of augmentedreality (AR) as a technology supporting augmentation of a real-world projection with computergene-rated images, we have designed an activity that promotes unique action and learningtrajectories. These trajectories require the learners to engage in interactive-constructive actions thatinvolve and stimulate the development of their self-regulatory skills by inviting them to vary andcoordinate across the contextual affordances of the technologies and the physical resources in theclassroom. Our learning activity is designed as a collaborative guided inquiry, implemented in aregular classroom and involved mathematical problem solving in relation to the geometric conceptof scale. In order to successfully complete the activity, the learners are challenged to coordinateaffordances from three distinct referential contexts by involving physical and virtual artifacts. In thedesign process, we identify critical aspects of the activity and embed affordances for correspondingscaffolding actions which turn out to play a crucial role when the activity is implemented with agroup of four 15-year-old students. Although the AR technology has served us well in developingthis particular activity, this specific technology appears to have limited applicability in mathematicseducation beyond geometry. We recommend that future research efforts move beyond AR andconsider the broader context of embodied design with tangible user interfaces, that have recentlyshown great potential for the design of innovative activities for the learning of mathematics.

  • 35.
    Sollervall, Håkan
    Linnaeus University, Faculty of Science and Engineering, School of Computer Science, Physics and Mathematics.
    Euklides i mobilen2012In: Dokumentation av Matematikbiennalen 2012, 2012, p. 305a-Conference paper (Other (popular science, discussion, etc.))
    Abstract [sv]

    Flera års forsknings- och utvecklingsarbete har resulterat i en handfull lärandeaktiviteter för elever i årskurs 4-9, som i undersökande aktiviteter använder ny teknik i form av datorer, projektorer, interaktiva skrivtavlor,webbkameror och mobiltelefoner. Tekniken kan låta oss möta meningsfull matematik på nya sätt i nyasammanhang och kan göra det möjligt att sammanfläta undersökande utomhusaktiviteter i små grupper medinomhusaktiviteter i helklass. Vi ger flera konkreta exempel på hur tekniken kan stimulera och stödjakommunikation och representation av ett matematiskt innehåll.

  • 36.
    Sollervall, Håkan
    Linnaeus University, Faculty of Science and Engineering, School of Computer Science, Physics and Mathematics.
    Exploring children's mathematical thinking through variation of external representations2011In: Proceedings of the 6th Nordic Conference on Research in Mathematics Education, 2011Conference paper (Refereed)
  • 37.
    Sollervall, Håkan
    Linnaeus University, Faculty of Science and Engineering, School of Computer Science, Physics and Mathematics.
    From Euclid to GPS: designing an innovative spatial coordination activity with mobile technologies2012In: Proceedings of th 36th Conference of the International Group for the Psychology of Mathematics Education: Opportunities to Learn in Mathematics Education / [ed] Tai-Yih Tso, 2012, p. 4:107-4:114Conference paper (Refereed)
    Abstract [en]

    Guided by the notion of design research we develop a learning activity for 12 year old students, who are asked to coordinate themselves physically in terms of distances with respect to two given points in an outdoor setting. The outdoor activity, as well as its continuation into the mathematics classroom, involves mobile software applica-tions specifically developed to support this activity. In this paper, we argue that the design of innovative learning activities is enhanced by the coordination of expertise and knowledge from several research domains, whose collaboration is facilitated by using affordances for representation and communication as design instruments. We present a case where ancient Greek mathematics, modern psychology and techno-logical affordances guide the design of an innovative spatial coordination activity.

  • 38.
    Sollervall, Håkan
    Växjö University, Faculty of Mathematics/Science/Technology, School of Mathematics and Systems Engineering.
    Further education for in-service teachers with focus on special needs in mathematics2009In: Proceedings of the fifth NORSMA conference in Reykjavik 2009: Challenges in teaching mathematics: Becoming special for all / [ed] Hafdis Gudjonsdottir, Jonina Vala Kristinsdottir, Edda Oskarsdottir, 2009Conference paper (Refereed)
  • 39.
    Sollervall, Håkan
    Linnaeus University, Faculty of Technology, Department of Mathematics.
    Learning subtraction strategies from principle-based teaching activities2014In: Proceedings of MADIF 9, Svensk förening för MatematikDidaktisk Forskning - SMDF, 2014Conference paper (Refereed)
    Abstract [en]

    Three teachers and a researcher have co-designed a teaching activity intended tosupport students’ learning of two strategies for subtraction. The researcher hasput focus on the relation between theoretical principles, introduced to underpinthe participating teachers’ work, and the learning outcomes of their 33 studentsin grade 4. The principles are adapted by the researcher during three designcycles and negotiated with the teachers to meet emerging needs in the designprocess. The three teachers are fully responsible for planning, implementing, andevaluating an iterated teaching activity designed according to these principles.This study indicates positive effects of targeting low-achievers with teacher-ledstructured group activities, using guiding principles from self-regulation theory.

  • 40.
    Sollervall, Håkan
    Växjö University, Faculty of Mathematics/Science/Technology, School of Mathematics and Systems Engineering.
    Matematik för ingenjörer2006 (ed. 5)Book (Other academic)
  • 41.
    Sollervall, Håkan
    Växjö University, Faculty of Mathematics/Science/Technology, School of Mathematics and Systems Engineering.
    Matematik startbok2007 (ed. 2)Book (Other academic)
  • 42.
    Sollervall, Håkan
    Växjö University, Faculty of Mathematics/Science/Technology, School of Mathematics and Systems Engineering.
    MerIT Matematik kurs A2001 (ed. 2)Book (Other academic)
  • 43.
    Sollervall, Håkan
    Linnaeus University, Faculty of Science and Engineering, School of Computer Science, Physics and Mathematics.
    Modeling external representations as mediators of meaning in the mathematics classroom2011In: Proceedings of the 7th Conference of European Research in Mathematics Education, 2011Conference paper (Refereed)
  • 44.
    Sollervall, Håkan
    Linnaeus University, Faculty of Science and Engineering, School of Computer Science, Physics and Mathematics.
    Nurturing self-regulating learners by guided mathematical inquiry in a TEL environment2012In: Proceedings of the 20th International Conference on Computer Education ICCE 2012 / [ed] Gautam, Biswas, Lung-Hsiang Wong, Tsukasa Hirashima, Wenli Chen, 2012, p. 423-425Conference paper (Refereed)
    Abstract [en]

    We design and evaluate a curriculum-based mathematical learning activity involvingsecondary students’ geometrical constructions, mathematical modeling and algebraicvalidation of hypotheses based on hands-on explorations with the interactive geometryapplication GeoGebra available on individual laptops. We argue that guided inquiries in atechnology-enhanced learning environment that invites blending of interactive technologiesand traditional resources may be an efficient means for developing self-regulatory skills.

  • 45.
    Sollervall, Håkan
    Malmö högskola.
    Stadieövergångens karaktär2015Other (Other academic)
  • 46.
    Sollervall, Håkan
    Växjö University, Faculty of Mathematics/Science/Technology, School of Mathematics and Systems Engineering.
    Tal och de fyra räknesätten2007Book (Other academic)
  • 47.
    Sollervall, Håkan
    Linnaeus University, Faculty of Science and Engineering, School of Computer Science, Physics and Mathematics.
    Tall og de 4 regneartene2012 (ed. 1)Book (Other academic)
  • 48.
    Sollervall, Håkan
    Linnaeus University, Faculty of Technology, Department of Mathematics, Department of Mathematics Education. Högskolan i Halmstad, Sektionen för lärarutbildning (LUT).
    Threshold constructs instrumenting teachers' orchestration of an inquiry with Geogebra2013In: Proceedings of the EightŠ Congress of the European Society for mResearch  in Mathematics Education (CERME 8): 6-10 February, 2013, Antalya / [ed] Behiye Ubuz, Çiğdem Haser, Maria Alessandra Mariotti, European Society for Research in Mathematics Education, 2013, p. 2724-2733Conference paper (Refereed)
    Abstract [en]

    In this paper we investigate how to efficiently empower teachers to implement and orchestrate a mathematical learning activity supported by digital technologies. The particular learning activity in this study is intended to facilitate learners’ transition from the Pythagorean Theorem to the distance formula and the equation of a circle. The activity comprises structured and guided inquiries involving laptops with GeoGebra and traditional resources. It has been tested with 38 upper secondary students and two mathematics teachers. Our results indicate that a singular discussion with the teachers, based on the researcher’s prospective analysis of the activity with main focus on threshold constructs and self-regulating skills, suffices to support the teachers’ implementation and orchestration of the activity.

  • 49.
    Sollervall, Håkan
    Linnaeus University, Faculty of Technology, Department of Mathematics.
    Transforming a procedural Calculus task into a structured exploration with dynamic representations2016In: 13th International Congress on Mathematical Education, July 24-31, 2016, Hamburg, 2016Conference paper (Refereed)
    Abstract [en]

    Many mathematical tasks that only require carrying out procedures may be transformed into explorative problems that challenge the students to examine solution strategies and evaluate answers. Such transformations can sometimes be achieved by involving technologies that afford constructing and interacting with dynamic representations. In this paper, Ipresent and discuss a transformed Calculus task that has been designed to address both individual and social dimensions of learning, by affording individual investigations and self-evaluation of answers as well as collaborative comparisons of solution strategies and reasoning about mathematical structures.

  • 50.
    Sollervall, Håkan
    Växjö University, Faculty of Mathematics/Science/Technology, School of Mathematics and Systems Engineering.
    Transformteori för ingenjörer2007 (ed. 3)Book (Other academic)
12 1 - 50 of 74
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