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  • 1.
    Bråting, Kajsa
    et al.
    Uppsala University.
    Sollervall, Håkan
    Linnéuniversitetet, Fakulteten för teknik (FTK), Institutionen för matematik (MA).
    Stadler, Erika
    Linnéuniversitetet, Fakulteten för teknik (FTK), Institutionen för matematik (MA), Institutionen för matematikdidaktik (MD). Stockholm University.
    Geometri för lärare2013 (uppl. 1)Bok (Övrigt vetenskapligt)
  • 2.
    Peng, Aihui
    et al.
    Linnéuniversitetet, Fakulteten för teknik (FTK), Institutionen för matematik (MA), Institutionen för matematikdidaktik (MD).
    Sollervall, Håkan
    Linnéuniversitetet, Fakulteten för teknik (FTK), Institutionen för matematik (MA). Malmö University.
    Stadler, Erika
    Stockholm University.
    Shang, Yueqiang
    Southwest University, USA.
    Ma, Li
    Linnéuniversitetet, Fakulteten för teknik (FTK), Institutionen för matematik (MA), Institutionen för matematikdidaktik (MD).
    Swedish and Chinese teachers' views on what constitutes a good mathematical test task: A pilot study2015Ingår i: Proceedings of CERME 9, European Society for Research in Mathematics Education, 2015, s. 1738-1744Konferensbidrag (Refereegranskat)
    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.

  • 3.
    Sollervall, Håkan
    et al.
    Linnéuniversitetet, Fakultetsnämnden för naturvetenskap och teknik, Institutionen för datavetenskap, fysik och matematik, DFM.
    Stadler, Erika
    Stockholm University.
    Instruments for improving teachers' use of artefacts for the learning of mathematics2012Konferensbidrag (Refereegranskat)
  • 4.
    Sollervall, Håkan
    et al.
    Linnéuniversitetet, Fakulteten för teknik (FTK), Institutionen för matematik (MA), Institutionen för matematikdidaktik (MD). Malmö University, Sweden.
    Stadler, Erika
    Stockholm University, Sweden.
    Validating affordances as an instrument for design and a priori analysis of didactical situations in mathematics2015Ingår i: International Journal for Mathematics Teaching and Learning, ISSN 1473-0111, E-ISSN 1473-0111, artikel-id April 16thArtikel i tidskrift (Refereegranskat)
    Abstract [en]

    The aim of the presented case study is to investigate how coherent analytical instruments may guide the a priori and a posteriori analyses of a didactical situation. In the a priori analysis we draw on the notion of affordances, as artefact-mediated opportunities for action, to construct hypothetical trajectories of goal-oriented actions that have not yet been initiated by an actor. These hypothetical action trajectories guide the design of a didactical situation, involving trigonometry in triangles and on the unit circle, for the specific purpose of illuminating how students in Swedish upper secondary school handle conceptually challenging tasks without making use of calculators. The a posteriori analysis puts corresponding focus on the actions that students have actually engaged in with respect to the available artefacts. We conclude that affordances, when embedded in the presented methodological framework, may be considered as a scientifically valid instrument for designing and evaluating didactical situations in mathematics.

  • 5.
    Stadler, Erika
    Växjö universitet, Fakulteten för matematik/naturvetenskap/teknik, Matematiska och systemtekniska institutionen.
    A grounded theory approach on different theoretical perspectives.2009Ingår i: Proceedings of the 33rd Conference of the International Group for the Psychology of Mathematics Education.: In Search for Theories in Mathematics Education. / [ed] Marianna Tzekaki, Maria Kaldrimidou, Haralambos Sakonidis, 2009, s. 471-471Konferensbidrag (Refereegranskat)
  • 6.
    Stadler, Erika
    Växjö universitet, Fakulteten för matematik/naturvetenskap/teknik, Matematiska och systemtekniska institutionen.
    A theoretical framework for understanding students with learning difficulties in mathematics2009Konferensbidrag (Refereegranskat)
    Abstract [en]

    In this paper, I present a theoretical model of students’ mathematical learning in a specific setting with regard to their previous experiences. Learning difficulties and special needs in mathematics is a complex issue. To reduce the complexity, researchers and educators tend to pre-define the character of the issue. I suggest another approach, which takes students’ perspective as a starting point. By focusing students as active learners, we can observe their mathematical learning objects and mathematical resources to identify learning difficulties and needs. This can serve as a starting point for pedagogical development and for further research.

  • 7.
    Stadler, Erika
    Växjö universitet, Fakulteten för matematik/naturvetenskap/teknik, Matematiska och systemtekniska institutionen.
    An analytical framework for Transitions between different learning environments.2009Ingår i: Nordic Research in Mathematics Education: Proceedings from NORMA08 in Copenhagen, April 21 - April 25, 2008 / [ed] Carl Winslöw, 2009Konferensbidrag (Refereegranskat)
  • 8.
    Stadler, Erika
    Linnéuniversitetet, Fakultetsnämnden för naturvetenskap och teknik, Institutionen för datavetenskap, fysik och matematik, DFM.
    An empirically based model of the secondary-tertiary transition in mathematics2011Ingår i: Proceedings of Norma 11.: The Sixth Conference on Mathematics Education / [ed] Guðný Helga Gunnarsdóttir (eds.), Reykjavik: University of Iceland Press, 2011Konferensbidrag (Refereegranskat)
    Abstract [en]

    This paper reports on a study about the secondary-tertiary transition in mathematics from a student perspective. Using an empirically grounded definition of the transition as a point of departure, Schoenfeld’s methodological scheme for empirical research was employed and data were analysed with methods inspired by grounded theory. Three relationally defined categories describing students’ learning were generated; mathematical learning objects, mathematical resources and students’ actions as learners. The transition can be understood and described in terms of inter-relational changes between these categories. 

  • 9.
    Stadler, Erika
    Linnéuniversitetet, Fakultetsnämnden för naturvetenskap och teknik, Institutionen för datavetenskap, fysik och matematik, DFM.
    On the relationship between a novice teacher’s mathematical knowedge and teaching actions.2011Ingår i: Proceedings Fourth Conference on Research in Mathematics Education: MEI 4 Mathematics Teaching Matters / [ed] T. Dooley, D.Corcoran, M. Ryan, St Patrick's College , 2011, s. 389-400Konferensbidrag (Refereegranskat)
    Abstract [en]

    The aim of this paper is to examine the relationship between mathematical knowledge for teaching (MKT) and teachers’ actions when teaching mathematics, based on a qualitative case study of a novice mathematics teacher. The empirical data consist of interviews and an observed mathematics lesson during his first year of teaching mathematics. These data have been analysed by coordinating theories on teachers’ goal-oriented actions, action levels and MKT. The results show that at a classroom level, the lesson provides opportunities for using the whole spectrum of MKT. However, in the different situations the teacher mainly draws on common content knowledge (CCK) and aims at maintaining control over the situation.

  • 10.
    Stadler, Erika
    Växjö universitet, Fakulteten för matematik/naturvetenskap/teknik, Matematiska och systemtekniska institutionen.
    School Mathematics and Mathematics as Scientific Subject.2006Ingår i: Proceedings of the 30th Conference of the International group for the Psychology of Mathematics Education: Mathematics in the centre / [ed] J. Novotná; H. Moraová; M. Krátká; N. Stehlíková, 2006, s. 338-338Konferensbidrag (Refereegranskat)
  • 11.
    Stadler, Erika
    Växjö universitet, Fakulteten för matematik/naturvetenskap/teknik, Matematiska och systemtekniska institutionen.
    Stadieövergången mellan gymnasiet och universitetet: Matematik och lärande ur ett studerandeperspektiv2009Doktorsavhandling, monografi (Övrigt vetenskapligt)
    Abstract [en]

    The research interest in this thesis concerns novice university students of mathematics. The aim of my thesis is to understand the transition between mathematics studies at upper secondary school and university from a student perspective. It is a qualitative study of five teacher students during their initial university studies in mathematics. The students were interviewed before beginning their mathematics studies, during their courses and observed during lectures, during problem solving lessons and while working with mathematics out of class both individually and with fellow students. The transcriptions from the preliminary interviews have been analyzed using methods inspired by Grounded Theory. The main result consists of three categories that describe students’ learning of mathematics.

    Mathematical learning objects refer to students’ conceptions of the main goals and/or contents of studying mathematics, for example their views of the subject, the usefulness of knowing mathematics and what is needed to learn mathematics. Students’ mathematical learning objects should be considered as an individual and relational phenomenon between the student and his or hers mathematics studies that can change over time.

    Mathematical resources relate to phenomena and objects that students use to approach and possibly acquire various mathematical learning objects. The teacher, fellow students, the textbook and own preliminary knowledge are some examples of entities that students may use as mathematical resources. These entities become mathematical resources only when the students use them in relation to mathematical learning objects. 

    The third category, student acting as a learner, captures students’ actions, intentions and conceptions in relation to learning mathematics. Students use different mathematical resources to acquire different mathematical learning objects. This is expressed in students’ actions and reasoning, which serve as empirical data for understanding the student acting as a learner.

    The three categories are theoretical concepts that elucidate essential aspects of learning and teaching of mathematics as seen from a student perspective and serve as a foundation for a theoretical framework that may be used to describe the transition. A theoretical description of the transition has been obtained by investigating how the respective categories, and the relations between the categories, change or endure during the transition. Results from the analysis of subsequent interviews and observations indicate that the transition can be understood in terms of an increasing gap between mathematical learning objects and mathematical resources, a reorientation of mathematical learning objects and a requirement of supplementing mathematical resources.

  • 12.
    Stadler, Erika
    Växjö universitet, Fakulteten för matematik/naturvetenskap/teknik, Matematiska och systemtekniska institutionen.
    The transition between mathematic studies at secondary and tertiary levels; individual and social perspectives.2009Konferensbidrag (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.

  • 13.
    Stadler, Erika
    Linnéuniversitetet, Fakultetsnämnden för naturvetenskap och teknik, Institutionen för datavetenskap, fysik och matematik, DFM.
    The transition secondary school to university: Learning and understanding mathematics from a student perspective.2010Ingår i: MADIF-7, Sjunde matematikdidaktiska forkningsseminariet med SMDF, Stockholm, 26-27 januari, 2010, Svensk förening för MatematikDidaktisk Forskning - SMDF, 2010Konferensbidrag (Refereegranskat)
  • 14.
    Stadler, Erika
    et al.
    Linnéuniversitetet, Fakultetsnämnden för naturvetenskap och teknik, Institutionen för datavetenskap, fysik och matematik, DFM.
    Bengmark, Samuel
    Chalmers University of Technology/University of Gothenburg.
    Thunberg, Hans
    KTH Royal Institute of Technology.
    Winberg, Mikael
    Umeå University.
    Novice mathematics students at university: Experiences, orientations and expectations2012Ingår i: Proceedings of MADIF 8: The Eighth Mathematics Education Research Seminar, Umeå January 24-25, 2012, 2012Konferensbidrag (Refereegranskat)
    Abstract [en]

    In this paper, we report on an on-going study of novice university students in mathematics and the secondary-tertiary transition. A total of 146 novice mathematics students from three Swedish universities were given a questionnaire in the beginning of the semester. The aim was to characterize them as learners of mathematics. The results were summarized with descriptive statistics and Principal Component Analysis (PCA) was used to look for correlations. The results show that the teacher and the textbook play a crucial role in their learning of mathematics. Further more, the students can be characterized as either individual or interactive learners, which relates to students’ grades.

1 - 14 av 14
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