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  • 1.
    Edfeldt, Åke
    et al.
    Matematikdidaktik.
    Wistedt, Inger
    Växjö University, Faculty of Mathematics/Science/Technology, School of Mathematics and Systems Engineering.
    High ability education in Sweden: The Swedish model2008In: The Routledge international companion to gifted education., Routledge, London and New York , 2008, p. 76-83Chapter in book (Other (popular science, discussion, etc.))
    Abstract [en]

    The article describes the development of Gifted Education in Sweden from its early start in 1980 to present time. It gives examples of how gifted education has been implemented in Sweden with examples from research projects concerning the development of gifted education in two school subject: Swedish and Mathematics.

  • 2. Iversen, Kjærand
    et al.
    Nilsson, Per
    Växjö University, Faculty of Mathematics/Science/Technology, School of Mathematics and Systems Engineering. Matematikdidaktik.
    Students' meaning-making processes of random phenomena in an ICT-environment2006In: Proceedings of the Fourth Congress of the European Society for Research in Mathematics Education, 2006Conference paper (Refereed)
  • 3. Iversen, Kjærand
    et al.
    Nilsson, Per
    Växjö University, Faculty of Mathematics/Science/Technology, School of Mathematics and Systems Engineering.
    Students’ Reasoning About One-Object Stochastic Phenomena in an ICT-Environment2007In: International Journal of Computers for Mathematical Learning, ISSN 1382-3892, Vol. 12, no 2Article in journal (Refereed)
    Abstract [en]

    This paper focuses on the different ways in which students in lower secondary school (14–16 year olds) experience compound random events, presented to them in the form of combined junctions. A carefully designed ICT environment was developed enabling the students to interact with different representations of such structures. Data for the analysis was gathered from two interview sessions. The analysis of the interaction is based on constructivist principles on learning; i.e. we adopted a student-oriented perspective, taking into consideration the different ways students try to make sense of chance encounters.

    Our results show how some students give priority to geometrical and physical concerns, and we discuss how seeking causal explanations of random phenomena may have encouraged this. With respect to numerically oriented models a division strategy appears to stand out as the preferred one.

  • 4.
    Juter, Kristina
    Växjö University, Faculty of Mathematics/Science/Technology, School of Mathematics and Systems Engineering.
    Development of students' concept images in analysis2009In: Nordisk matematikkdidaktikk, ISSN 1104-2176, Vol. 1, no 4, p. 65-87Article in journal (Refereed)
    Abstract [en]

    Students’ pre-knowledge and conceptual development in analysis were investigated at a teacher education program to reveal what pre-knowledge endured and how the students perceived the concepts a year after the course had ended. Questionnaires and interviews were used to collect data. Two students’ results are presented in more detail in the article. The study was cognitively framed with the influence of situated theories to take as many aspects of concept development into account as possible. The students showed numerous connections between concepts, but they were often unable to discern valid links from invalid links. The perceived richness from many connections causes unjustifiably strong self-confidence which prevents further work with the concept. A tool for classification of the students’ connections between concepts resulted from the analysis.

  • 5.
    Juter, Kristina
    Växjö University, Faculty of Mathematics/Science/Technology, School of Mathematics and Systems Engineering.
    Learning limits of functions, students’ conceptual development.2008Book (Other (popular science, discussion, etc.))
  • 6.
    Juter, Kristina
    Växjö University, Faculty of Mathematics/Science/Technology, School of Mathematics and Systems Engineering.
    Studenter lär sig gränsvärden.2009In: Matematikdidaktiska frågor- resultat från en forskarskola / [ed] G. Brandell, B. Grevholm, K. Wallby & H. Wallin, Göteborg: Göteborgs universitet: NCM , 2009, 1, p. 74-91Chapter in book (Other (popular science, discussion, etc.))
  • 7.
    Juter, Kristina
    Växjö University, Faculty of Mathematics/Science/Technology, School of Mathematics and Systems Engineering.
    Students’ concept development of limits.2008In: Proceedings of the V congress of the European society for research in mathematics education CERME 5 (2007). / [ed] D. Pitta-Pantazi & G. Philippou, 2008, p. 2320-2329Conference paper (Refereed)
  • 8.
    Nilsson, Per
    Växjö University, Faculty of Mathematics/Science/Technology, School of Mathematics and Systems Engineering.
    Conceptual variation and coordination in probability reasoning2009In: Journal of Mathematical Behavior, ISSN 0732-3123, E-ISSN 1873-8028, Vol. 28, no 4, p. 247-261Article in journal (Refereed)
    Abstract [en]

    This study investigates students’ conceptual variation and coordination among theoretical and experimental interpretations of probability. In the analysis we follow how Swedish stu- dents (12–13 years old) interact with a dice game, specifically designed to offer the students opportunities to elaborate on the logic of sample space, physical/geometrical considera- tions and experimental evidence when trying to develop their understanding of compound random phenomena.The analytical construct of contextualization was used as a means to provide structure to the qualitative analysis performed. Within the frame of the students’ problem encounters during the game and how they contextualized the solutions of the problems in personal contexts for interpretations, the analysis finds four main forms of appearance, or of lim- itations in appearance, of conceptual variation and coordination among theoretical and experimental interpretations of probability.

  • 9.
    Nilsson, Per
    Växjö University, Faculty of Mathematics/Science/Technology, School of Mathematics and Systems Engineering. Matematikdidaktik.
    Different ways in which students handle chance encounters in the explorative setting of a dice game2007In: Educational Studies in Mathematics, ISSN 0013-1954Article in journal (Refereed)
    Abstract [en]

    The purpose of this study is to investigate the ways in which Swedish seventh grade students (12 and 13 years old) handle chance encounters. Four groups of students working in pairs participated in the study. In the group discussions, which were tape-recorded and fully transcribed, the students were encouraged to explore strategies for winning a specifically designed dice game based on the sum of two dice. The dice game included four different set-ups of dice designed to bring to the fore different aspects of probability modelling and to offer the student the opportunity to encounter small differences in the mathematical structure of the sample space and of the probability distribution between the four different set-ups. The study describes strategies that the students use when confronted with these different set-ups, what their activities imply in terms of resources in handling random phenomena and what the dice game offers in terms of opportunities for learning probability. In order to explain such meaning-making processes the students’ activities are viewed from a perspective that takes into consideration how the students’ understanding varies with their interpretations of the situation they are confronted with, i.e., how they contextualize the different set-ups of the dice game. The results show how the students, during the course of the game, reorganize their interpretations of the mathematical content confronting them, and how a variation of guiding principles becomes the object of exploration. Approaches of extremes and a number model are described as a means for the students to identify and assign probabilities for the total of two dice.

  • 10.
    Nilsson, Per
    Växjö University, Faculty of Mathematics/Science/Technology, School of Mathematics and Systems Engineering.
    Exploring Probabilistic Reasoning: A Study of How Students Contextualise Compound Chance Encounters in Explorative Settings2006Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    This thesis aims at exploring how probabilistic reasoning arises in explorative learning situations that are random in nature. The focus is especially on what learners with scant experience of formal theories of probability do and can do when dealing with compound random situations in which they are offered opportunities to integrate different probabilistic lines of reasoning.

    Three studies were carried out for the purpose of gaining an understanding of how learners’ probabilistic reasoning is organised and re-organised in explorative, random-dependent situations. In two of the studies 12 to 13 year-old students acted within a dice-game setting, which was based on the total of two dice. The third study examined 14 to 16 year-old students’ ways of dealing with ICT-versions of compound, independent events viewed in a random-dependent ramified structure.

    To uncover the basis and the content of the students’ reasoning, behaviour has been regarded in terms of intentions. That is, to understand and make sense of the students’ reasoning, their activities have been matched and re-matched with conjectures about their intents to fulfil certain goals.

    Although the students were acting on the same learning material, the analyses revealed various kinds of probabilistic reasoning among the students. It has been argued that students’ various ways of dealing with chance encounters may be understood and explained with reference to the ways in which they interpret the learning situations. Thus, this thesis suggests that probabilistic reasoning takes form through a process of contextualisation, i.e. through a compound process where the cognitive activity oscillates between interpretations and reflections about context, the focal event and new information that comes into play.

    This thesis reveals that students, prior to instruction, are able to devise ideas of an underlying probability distribution in the case of compound random phenomena. The students bring into the discussion geometrical and numerical considerations, as well as arguments reflecting principles of the law of large numbers.

  • 11.
    Nilsson, Per
    Växjö University, Faculty of Mathematics/Science/Technology, School of Mathematics and Systems Engineering.
    Operationalizing the analytical construct of contextualization2009In: Nordisk matematikkdidaktikk, ISSN 1104-2176, Vol. 14, no 1, p. 61-88Article in journal (Refereed)
    Abstract [en]

    This article elaborates on the construct of contextualization, which constitutes a constructivist contextual view on learning. Principles of constructivism and contextualization are operationalized into a set of four analytical categories, that teacher and researchers can use for organizing thinking about teaching and learning mathematics. The categories are discussed and verified throughout the design and analysis of a classroom compatible learning activity, which is supposed to promote probabilistic reasoning.Suggestions for developing the operationalization are discussed and, on account of that, the article invites for future efforts, where the explanatory power of contextualization and its analytical categories are further explored.

  • 12.
    Nilsson, Per
    Växjö University, Faculty of Mathematics/Science/Technology, School of Mathematics and Systems Engineering.
    Summaspelet: Ett spel för lärande i sannolikhet2009In: Nämnaren : tidskrift för matematikundervisning, ISSN 0348-2723, no 3Article in journal (Other (popular science, discussion, etc.))
    Abstract [en]

    Summaspelet är ett tärningsspel som innehåller element av slumpkaraktär. Författaren har utvecklat och använt olika varianter av spelet för att studera hur elever resonerar om och tänker kring olika aspekter av sannolikhet i sammansatta slumpförsök. Vi får en presentation av spelet och diskussion om varianter av spelet.

  • 13.
    Nilsson, Per
    et al.
    Växjö University, Faculty of Mathematics/Science/Technology, School of Mathematics and Systems Engineering.
    Iversen, Kjærand
    Nord-Trøndelag University College.
    A CONTEXTUAL APPROACH ON LEARNING PROBABILITY2008In: Proceedings of the 32nd Conference of the International Group for the Psychology of Mathematics Education., Morelia. Mexico: Guevara Impresores , 2008Conference paper (Refereed)
    Abstract [en]

    This paper focuses on the learning of probability. The analytical construct of contextualization is used to explain how students deal with compound random phenomenon in an explorative ICT setting. In this setting the students were offered opportunities to interact with different representations of such phenomenon. The analysis follows a specific group of two students. The analysis shows how students’ understanding of the compound events varies with their interpretations of the situation. In particular, we notice how the two students differ when trying to connect theoretical and experimental representations of probability.

  • 14.
    Nilsson, Per
    et al.
    Växjö University, Faculty of Mathematics/Science/Technology, School of Mathematics and Systems Engineering.
    Iversen, Kjærand
    Nord-Trøndelag University College.
    Sannolikhet och alternativa undervisningsformer2009In: Statistikk og Sannsynlighet / [ed] Merete Lysberg, Tronheim: NTNU-trykk , 2009Conference paper (Other academic)
    Abstract [en]

    Temat för presentationen var lärande och undervisning i sannolikhet. Presentationen var uppdelad i två delteman. Per inledde med att diskuterade lärande och undervisning i sannolikhet utifrån det tärningsspel han använt i sina studier. Kjærands presentation fokuserade relationen mellan multiplikativt tänkande och elevers sätt att resonera om sannolikhet. Kjærand kopplade detta sedan till Flexitree, som är ett datorprogram där elever ges möjlighet att resonera om sannolikhetsutfall, genererade av trädstrukturer. Några klassiska resultat med relevans för de båda inriktningarna utgjorde bakgrund och utgångspunkt för diskussionerna.

  • 15.
    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.

  • 16.
    Olteanu, Constanta
    Institutionen för datavetenskap, fysik och matematik .
    Andragradsekvation som lärandeobjekt – det in­nehåll som eleverna får ta del av och dess betydelse för elevernas lärande.2005In: Forskningsarbete pågår / [ed] P.-O. Erixon, Umeå universitet: Print & Media , 2005, p. 21-33Chapter in book (Refereed)
  • 17.
    Olteanu, Constanta
    University of Kalmar, Department of Technology.
    Det går att ändra den negativa trenden!2009In: Lärarnas dag, Kalmar, Kalmar, 2009Conference paper (Other academic)
  • 18. Olteanu, Constanta
    Svårigheter och svårigheter med svårigheter i matematik2007In: Skolforum, 2007, 2007Conference paper (Other academic)
  • 19. Olteanu, Constanta
    et al.
    Holgersson, Ingemar
    Ottosson, Torgny
    Second-degree equations as object of learning2008Conference paper (Other academic)
  • 20. Olteanu, Lucian
    Den gyllene regeln2009In: SMaL, 2009Conference paper (Other (popular science, discussion, etc.))
  • 21.
    Palmér, Hanna
    Växjö University, Faculty of Mathematics/Science/Technology, School of Mathematics and Systems Engineering.
    The conflict emerge before graduation2009In: PME33: In search for theories in mathematics education / [ed] Marianna Tzekaki maria Kaldrimidou Haralambos Sakonidis, 2009, p. 439-439Conference paper (Refereed)
  • 22.
    Palmér, Hanna
    Växjö University, Faculty of Mathematics/Science/Technology, School of Mathematics and Systems Engineering.
    Är ett halvt kex lika många som ett helt kex?2008In: Didaktiska Studier från förskola och skola. / [ed] Ingrid Pramling Samuelsson & Niklas Pramling, Malmö: Gleerups Utbildning AB, 2008, 1, p. 19-40Chapter in book (Other (popular science, discussion, etc.))
  • 23.
    Skott, Jeppe
    Växjö University, Faculty of Mathematics/Science/Technology, School of Mathematics and Systems Engineering. Matematikdidaktik.
    A cautionary note – is research still caught up in an implementer approach to the teacher?2008In: The webpage of Symposium on the occassion of the 100th anniversary of ICMI, 2008Conference paper (Other (popular science, discussion, etc.))
  • 24.
    Skott, Jeppe
    The Danish University of Education.
    Developing pre-service teacher education in times of constraints. The case of the Eritrean elementary school2005Conference paper (Refereed)
  • 25.
    Skott, Jeppe
    Växjö University, Faculty of Mathematics/Science/Technology, School of Mathematics and Systems Engineering. Matematikdidaktik.
    Introduktion til Paul Cobbs matematikdidaktiske arbejde2008In: MONA Matematikk og naturfagdidaktik, ISSN 1604-8628, E-ISSN 2245-8948, Vol. 4, no 4, p. 42-58Article in journal (Refereed)
    Abstract [en]

    Paul Cobb fik i sommer overrakt ICMI’s Freudenthalmedalje for sin matematikdidaktiske forskning. Hensigten med denne artikel er at introducere Cobbs forfatterskab. Hovedvægten er på den socialkonstruktivistiske forståelse af undervisning og læring fra 1990’erne, men der knyttes an til tidligere og senere arbejder. Pointen er at nok er der teoretiske skift i Cobbs arbejder over de seneste tre årtier, men der er også en rød tråd i form af en dobbeltinteresse i at teoretisere over praksis og bidrage til dens videreudvikling. Sammen med en teoretisk pragmatisme peger det mere på gradvis, kontinuert udvikling i Cobbs tilgang end på fundamentale brud i den.

  • 26.
    Skott, Jeppe
    Växjö University, Faculty of Mathematics/Science/Technology, School of Mathematics and Systems Engineering. Aarhus University, Denmark.
    Theoretical loops in mathematics education: theory-practice relationships revisited2009In: Asian Journal of Educational Research and Synergy, Vol. 1, no 2, p. 74-88Article in journal (Refereed)
  • 27.
    Skott, Jeppe
    et al.
    Växjö University, Faculty of Mathematics/Science/Technology, School of Mathematics and Systems Engineering. Matematikdidaktik.
    Jess, Kristine
    Matematik for lærerstuderende: Delta. Fagdidaktik2008Book (Other (popular science, discussion, etc.))
  • 28.
    Skott, Jeppe
    et al.
    Växjö University, Faculty of Mathematics/Science/Technology, School of Mathematics and Systems Engineering. Matematikdidaktik.
    Jess, Kristine
    Hansen, Hans Christian
    Schou, John
    Matematik for lærerstuderende: Epsilon. 1.-6. klasse2008Book (Other (popular science, discussion, etc.))
  • 29.
    Skott, Jeppe
    et al.
    Växjö University, Faculty of Mathematics/Science/Technology, School of Mathematics and Systems Engineering. Matematikdidaktik.
    Schou, John
    Jess, Kristine
    Hansen, Hans Christian
    Matematik for lærerstuderende: Omega. 4.-10. klasse2008Book (Other (popular science, discussion, etc.))
  • 30.
    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)
  • 31.
    Sollervall, Håkan
    Växjö University, Faculty of Mathematics/Science/Technology, School of Mathematics and Systems Engineering.
    Matematik startbok2007 (ed. 2)Book (Other academic)
  • 32.
    Sollervall, Håkan
    Växjö University, Faculty of Mathematics/Science/Technology, School of Mathematics and Systems Engineering.
    Utförligt skrivande - en väg in i algebra2006In: Nämnaren NCM, ISSN 0348-2723, no 3, p. 34-35Article, review/survey (Other academic)
  • 33.
    Stadler, Erika
    Växjö University, Faculty of Mathematics/Science/Technology, School of Mathematics and Systems Engineering.
    A grounded theory approach on different theoretical perspectives.2009In: 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, p. 471-471Conference paper (Refereed)
  • 34.
    Stadler, Erika
    Växjö University, Faculty of Mathematics/Science/Technology, School of Mathematics and Systems Engineering.
    A theoretical framework for understanding students with learning difficulties in mathematics2009Conference paper (Refereed)
    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.

  • 35.
    Stadler, Erika
    Växjö University, Faculty of Mathematics/Science/Technology, School of Mathematics and Systems Engineering.
    An analytical framework for Transitions between different learning environments.2009In: Nordic Research in Mathematics Education: Proceedings from NORMA08 in Copenhagen, April 21 - April 25, 2008 / [ed] Carl Winslöw, 2009Conference paper (Refereed)
  • 36.
    Stadler, Erika
    Växjö University, Faculty of Mathematics/Science/Technology, School of Mathematics and Systems Engineering.
    School Mathematics and Mathematics as Scientific Subject.2006In: 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, p. 338-338Conference paper (Refereed)
  • 37.
    Stadler, Erika
    Växjö University, Faculty of Mathematics/Science/Technology, School of Mathematics and Systems Engineering.
    Stadieövergången mellan gymnasiet och universitetet: Matematik och lärande ur ett studerandeperspektiv2009Doctoral thesis, monograph (Other academic)
    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.

  • 38.
    Stadler, Erika
    Växjö University, Faculty of Mathematics/Science/Technology, School of Mathematics and Systems Engineering.
    The transition between mathematic studies at secondary and tertiary levels; individual and social perspectives.2009Conference 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.

  • 39.
    Wistedt, Inger
    Växjö University, Faculty of Mathematics/Science/Technology, School of Mathematics and Systems Engineering.
    Om konsten att skriva akademisk text2008In: Främlingskap och tolkning: En vänbok till Charles Westin., Pedagogiska institutionen, Stockholms universitet , 2008, p. 28-37Chapter in book (Other (popular science, discussion, etc.))
    Abstract [sv]

    Den akademiska prosans kritiska drag diskuteras liksom möjligheterna för studenter att utveckla sin förmåga att skriva akademiskt text. .

  • 40.
    Wistedt, Inger
    Växjö University, Faculty of Mathematics/Science/Technology, School of Mathematics and Systems Engineering. Matematikdidaktik.
    Pedagogik för elever med förmåga och fallenhet för matematik2008In: Resultatdialog 2008.: Forskning inom utbildningsvetenskap, Vetenskapsrådet, Stockholm , 2008, p. 132-136Chapter in book (Other (popular science, discussion, etc.))
    Abstract [sv]

    Artikeln rapporterar om resultat från ett forskningsprojekt med stöd från Vetenskapsrådet 2005-2008: Pedagogik för elever med förmåga och fallenhet för matematik.

  • 41.
    Wistedt, Inger
    et al.
    Växjö University, Faculty of Mathematics/Science/Technology, School of Mathematics and Systems Engineering.
    Edfeldt, Åke W
    Pedagogiska institutionen Stockholms universitet.
    High ability education in Sweden: The Swedish model2009In: The Routledge international companion to gifted education / [ed] T. Balchin, B. Hymer & D. J. Matthews, New York: Routledge , 2009, p. 76-83Chapter in book (Other academic)
    Abstract [en]

    The article discusses the development of Gifted Education in Sweden from its start in the 1080's through its further development up to 2009. Future directions for the development of gifted education in Sweden are discussed.

1 - 41 of 41
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