Search for dissertations about: "Mathematical Education"
Showing result 11 - 15 of 91 swedish dissertations containing the words Mathematical Education.
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11. On Mathematical Reasoning : being told or finding out
Abstract : School-mathematics has been shown to mainly comprise rote-learning of procedures where the considerations of intrinsic mathematical properties are scarce. At the same time theories and syllabi emphasize competencies like problem solving and reasoning. READ MORE
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12. Improving Teaching, Improving Learning, Improving as a Teacher : Mathematical Knowledge for Teaching as an Object of Learning
Abstract : This thesis concerns teaching in mathematics teacher education and is based on the implementation of a learning study at teacher training. The overall purpose was to investigate in what way teacher training could facilitate and improve student teachers’ Mathematical Knowledge for Teaching (MKT). READ MORE
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13. Immigrant students' opportunities to learn mathematics : In(ex)clusion in mathematics education
Abstract : This thesis explores immigrant students’ opportunities to learn mathematics. The research is concerned with issues of social justice and adopts a socio-political approach. Immigrant students are often described as students who do poorly in school because they lack “Swedishness” and have insufficient Swedish language skills. READ MORE
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14. Perceptions of mathematics in preschool: "-Now we have a way of talking about the mathematics that we can work with"
Abstract : The overarching question for this thesis is what is preschool mathematics? This question is examined using different points of views or different perspectives such as the children’s, the preschool teachers and the researchers. The foundation for this thesis is seven articles, two single author articles and five co-authored articles. READ MORE
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15. Pedagogic practice between tradition and renewal : A study of the new mathematics curriculum in Mozambique
Abstract : The new school mathematics curriculum in Mozambique, introduced in 2008, is partly competency-based and it advocates a more student-centred pedagogy. The most salient innovative features are the incorporation of mathematical competencies related to the development of students’ reasoning skills, including argumentation, justification and analytical thinking, and the use of heuristic or inductive methods that promote meaningful students’ participation. READ MORE