Search for dissertations about: "Mathematical Education"

Showing result 21 - 25 of 92 swedish dissertations containing the words Mathematical Education.

  2. 21. Exploring processes and resources for problem solving at the crossroads between chemistry and mathematics

    Author : Sofie Ye; Felix M. Ho; Maja Elmgren; Jonas Bergman Ärlebäck; Uppsala universitet; []
    Keywords : NATURVETENSKAP; NATURAL SCIENCES; SAMHÄLLSVETENSKAP; SOCIAL SCIENCES; problem solving; mathematical modelling; chemical kinetics; chemistry education research; tertiary education; resources framework; mathematics education research; metacognition; intuition; Kemi; Chemistry; Curriculum Studies; Didaktik; Mathematics; Matematik;

    Abstract : Problem solving at the crossroads between chemistry and mathematics presents significant challenges for students at all levels of education. This licentiate thesis aims to enhance our understanding of such problem solving, with a focus on how university students approach problems in the context of chemical kinetics. READ MORE

  4. 22. On the causes and effects of specialization : A mathematical approach

    Author : Micael Ehn; Kimmo Eriksson; Johan Lind; Mälardalens högskola; []
    Keywords : NATURVETENSKAP; NATURAL SCIENCES; Specialization; Division of labor; matematical model; social stratification; Applied mathematics; Tillämpad matematik; Mathematics Applied Mathematics; Matematik tillämpad matematik;

    Abstract : Division of labor and division of knowledge are so important andcommon in society today that it is almost impossible to imagine asociety where everyone knows the same things and perform the sametasks. This would be a society where everyone grows, or gathers, andprepares their own food, makes their own tools, builds their ownhouse, and so on. READ MORE

  5. 23. Desires for mathematics teachers and their knowledge : Practicum, practices, and policy in mathematics teacher education

    Author : Lisa Österling; Iben Maj Christiansen; Annica Andersson; Ilana Horn; Stockholms universitet; []
    Keywords : SAMHÄLLSVETENSKAP; SOCIAL SCIENCES; Teacher education; practicum; mathematics; commognition; images; legitimation code theory; policy; assessment; third spaces; reasoned judgement; matematikämnets didaktik; Mathematics Education;

    Abstract : This dissertation is driven by questions about images of desired teachers, privileged teacher knowledge, and access to knowledge in teacher education. My position is that images of particular teachers restrict access to teacher education, while visible knowledge increases epistemic access. READ MORE

  6. 24. Exercising Mathematical Competence: Practising Representation Theory and Representing Mathematical Practice

    Author : Anna Ida Säfström; Göteborgs universitet; []
    Keywords : NATURVETENSKAP; NATURAL SCIENCES; NATURVETENSKAP; NATURAL SCIENCES; SAMHÄLLSVETENSKAP; SOCIAL SCIENCES; Mathematical competence; exercising competencies; young children; whole number arithmetic; tertiary level; proving; highest weight representation; tensor product decomposition; skew-symmetric matrix; moment map; infinite dimensional unitary representation; highest weight representation;

    Abstract : This thesis assembles two papers in mathematics and two papers in mathematics education. In the mathematics part, representation theory is practised. Two Clebsch-Gordan type problems are addressed. READ MORE

  7. 25. Harnessing teachers’ perspectives : Recognizing mathematically highly able pupils and orchestrating teaching for them in a diverse ability classroom

    Author : Elisabet Mellroth; Yvonne Liljekvist; Jorryt van Bommel; Héctor Pérez Prieto; Marianne Nolte; Karlstads universitet; []
    Keywords : SAMHÄLLSVETENSKAP; SOCIAL SCIENCES; High ability; Gifted education; Professional development; Mathematics; Differentiated education; Inclusive education; Teachers; Positioning theory; Pedagogiskt arbete; Educational Work;

    Abstract : There is a lack of research that explores teachers’ perspectives on teaching highly able pupils (HAPs) in the diverse ability classroom. Instead, pupils’ perspectives are common, such studies often concluding that teachers need more professional development or that they fail to support HAPs. READ MORE