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Showing result 1 - 5 of 62 swedish dissertations matching the above criteria.

  2. 1. Becoming recognised as mathematically proficient : The role of a primary school teacher education programme

    Author : Andreas Ebbelind; Jeppe Skott; Gellert Uwe; Linnéuniversitetet; []
    Keywords : SAMHÄLLSVETENSKAP; SOCIAL SCIENCES; SAMHÄLLSVETENSKAP; SOCIAL SCIENCES; NATURVETENSKAP; NATURAL SCIENCES; Mathematics education; teacher education; primary school; prospective teacher; identity development; Patterns of Participation; ethnography.; Mathematical Education; Matematikdidaktik;

    Abstract : This study focuses on upper primary prospective teachers in their first years of a teacher education programme in Sweden, in particular, a 20-week mathematics education course. It aims to contribute with insight into how, or even if, experience from a teacher education programme and other relevant past and present social practices and figured worlds plays a role in prospective generalist teachers’ imaginings of themselves as primary mathematics teachers-to-be and potentially shapes their identity. READ MORE

  4. 2. Approaching Mathematical Discourse : Two analytical frameworks and their relation to problem solving interactions

    Author : Andreas Ryve; Kimmo Eriksson; Inger Wistedt; Anna Sfard; Mälardalens högskola; []
    Keywords : NATURVETENSKAP; NATURAL SCIENCES; Didactics of Mathematics; Mathematics Education; Analytical approaches; Communication; Concept maps; Contextualization; Discourse; Engineering students; Higher Education; Intentional analysis; Methodological framworks; Problem solving; Prospective teachers; Student teachers; Teacher education; Theoretical frameworks; MATHEMATICS; MATEMATIK; Matematik tillämpad matematik;

    Abstract : The driving force of conducting the two studies presented in this thesis is to examine ways that conceptual understanding and problem solving could be part of mathematics teaching, and through that, part of students' mathematical knowledge. The specific aims of the thesis are: 1) to characterize the classroom discourse of two, apparently similar, problem solving courses in teacher education and 2) to discuss the possibilities of developing two analytical approaches - the communicational approach to cognition and the dialogical approach - used for studying mathematical discourse. READ MORE

  5. 3. Improving Teaching, Improving Learning, Improving as a Teacher : Mathematical Knowledge for Teaching as an Object of Learning

    Author : Jorryt van Bommel; Bo Dahlin; Ola Helenius; Raymond Bjuland; Karlstads universitet; []
    Keywords : NATURVETENSKAP; NATURAL SCIENCES; Mathematical Knowledge for Teaching; Object of Learning; Learning Study; Variation theory; mathematics teacher education; Education; Pedagogik; Matematik; Mathematics;

    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

  6. 4. Mathematics teachers' conceptions about equations

    Author : Iiris Attorps; Högskolan i Gävle; []
    Keywords : SAMHÄLLSVETENSKAP; SOCIAL SCIENCES; NATURVETENSKAP; NATURAL SCIENCES; algebra; conception; equation; learning; mathematics teacher; Subject didactics; Ämnesdidaktik; MATHEMATICS; MATEMATIK;

    Abstract : The aim of this study is to describe and to clarify the mathematics teachers’ subject matter and pedagogical content conceptions about equations. As the basis of these conceptions, the teachers’ experiences of the concept learning of equations from their own school time are described. READ MORE

  7. 5. 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