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Bergwall, A. (2015). On a generality framework for proving tasks. In: Krainer, K Vondrova, N (Ed.), PROCEEDINGS OF THE NINTH CONFERENCE OF THE EUROPEAN SOCIETY FOR RESEARCH IN MATHEMATICS EDUCATION (CERME9): . Paper presented at NINTH CONFERENCE OF THE EUROPEAN SOCIETY FOR RESEARCH IN MATHEMATICS EDUCATION (CERME9) (pp. 86-92). CHARLES UNIV, FAC EDUC
Open this publication in new window or tab >>On a generality framework for proving tasks
2015 (English)In: PROCEEDINGS OF THE NINTH CONFERENCE OF THE EUROPEAN SOCIETY FOR RESEARCH IN MATHEMATICS EDUCATION (CERME9) / [ed] Krainer, K Vondrova, N, CHARLES UNIV, FAC EDUC , 2015, p. 86-92Conference paper, Published paper (Refereed)
Abstract [en]

In this paper I present an analytic framework for generality in textbook proving tasks that involve functions. The framework is discussed in relation to results obtained when analysing tasks in integral calculus. The results show that the frameworks' categories are easily distinguishable if the functions are explicitly described. The results are also promising regarding the possibility to clarify differences between textbooks. The analysed sections exemplify that there is not necessarily a correlation between the number of general proving tasks and the opportunities for students to engage in reasoning about arbitrary functions. Limitations and possible refinements of the framework are also discussed.

Place, publisher, year, edition, pages
CHARLES UNIV, FAC EDUC, 2015
Keywords
Mathematical proof, mathematics textbook, upper secondary school, undergraduate mathematics, integral calculus
National Category
Educational Sciences
Identifiers
urn:nbn:se:mdh:diva-44545 (URN)000466853900007 ()9788072908448 (ISBN)
Conference
NINTH CONFERENCE OF THE EUROPEAN SOCIETY FOR RESEARCH IN MATHEMATICS EDUCATION (CERME9)
Available from: 2019-06-25 Created: 2019-06-25 Last updated: 2020-01-29Bibliographically approved
Knutsson, M., Hemmi, K., Bergwall, A. & Ryve, A. (2013). School-based mathematics teacher education in Sweden and Finland: characterizing mentor – prospective teacher discourse. In: The Eighth Congress of the European Society for Research in Mathematics Education.: . Paper presented at The Eighth Congress of the European Society for Research in Mathematics Education, Antalya, Turkey, Feb 6th - Feb 10th, 2013.
Open this publication in new window or tab >>School-based mathematics teacher education in Sweden and Finland: characterizing mentor – prospective teacher discourse
2013 (English)In: The Eighth Congress of the European Society for Research in Mathematics Education., 2013Conference paper, Published paper (Refereed)
Abstract [en]

Despite many similarities between the neighbouring countries Sweden and Finland,prior studies indicate that conceptualizations and discourses about school-basedteacher education are very different. In this paper we add to this picture ofdifferences, and contribute to the research discourse about school-based teachereducation, by identifying and characterizing aspects of mathematics teaching maderelevant in review meetings between mentors and prospective primary teachers.While the Swedish discourse typically focuses on the students’ individual work withtextbooks, connections to everyday experiences and teaching as individualsupervision, the Finnish discourse emphasizes lesson aims, learning and progressionin mathematics through formative assessment and differentiation according to pupils’ abilities.

National Category
Educational Sciences
Identifiers
urn:nbn:se:mdh:diva-23493 (URN)
Conference
The Eighth Congress of the European Society for Research in Mathematics Education, Antalya, Turkey, Feb 6th - Feb 10th, 2013
Available from: 2013-12-12 Created: 2013-12-12 Last updated: 2020-01-29Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-8520-8200

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