Search for dissertations about: "resources for teaching"

Showing result 1 - 5 of 71 swedish dissertations containing the words resources for teaching.

2. 1. Mathematics textbooks for teaching : An analysis of content knowledge and pedagogical content knowledge concerning algebra in Swedish upper secondary education

   Author : Wang Wei Sönnerhed; Berner Lindström; Jonas Emanuelsson; Ingemar Holgersson; Göteborgs universitet kommunikation och lärande Institutionen för pedagogik; []
   Keywords : mathematics textbooks; school algebra; solving methods; factorization; solving quadratic equations; mathematics teaching; content knowledge; pedagogical content knowledge; geometrical models; algebra history; embedded teaching trajectories;

   Abstract : In school algebra, using different methods including factorization to solve quadratic equations is one common teaching and learning topic at upper secondary school level. This study is about analyzing the algebra content related to solving quadratic equations and the method of factorization as presented in Swedish mathematics textbooks with subject matter content knowledge (CK) and pedagogical content knowledge (PCK) as analytical tools. READ MORE

4. 2. Finnish Teacher Guides in Mathematics : Resources for primary school teachers in designing teaching

   Author : Tuula Koljonen; Kirsti Hemmi; Andreas Ryve; Jeppe Skott; Mälardalens högskola; []
   Keywords : SAMHÄLLSVETENSKAP; SOCIAL SCIENCES; cultural scripts; curriculum materials in mathematics; Finnish primary school; teacher guides characteristics; resources for teaching; Didactics; didaktik;

   Abstract : Previous research worldwide has shown that curriculum materials maintain a strong presence and constitute an important tool, artefact, in mathematics classrooms. Yet, there is a vast lack of research on the design and the characteristics of teacher guides. READ MORE

5. 3. Designing for Intercorporeality : An Interaction Design Approach to Technology-Supported Movement Learning

   Author : Laia Turmo Vidal; Annika Waern; Dag Svanæs; Uppsala universitet; []
   Keywords : NATURVETENSKAP; NATURAL SCIENCES; Interaction Design; Movement Learning; Movement Teaching; Biofeedback; Wearables; Constructive Design Research; Research through Design; Practice Design; Soma Design; Technology Probes; Strong Concept; Movement Aesthetics; Människa-dator interaktion; Human-Computer Interaction;

   Abstract : Technology-supported movement learning has emerged as an area with ample possibilities within Human Computer Interaction and Interaction Design, as interactive technology can help people to develop and improve sensorimotor competencies. To date, design research has largely focused on technology development and on supporting individual learning experiences. READ MORE

6. 4. Approaching Curriculum Resources : Examining the potential of textbooks and teacher guides to support mathematics learning and teaching

   Author : Linda Ahl; Andreas Ryve; Skott Skott; Mälardalens högskola; []
   Keywords : Didactics; didaktik;

   Abstract : The driving forces of conducting the two studies presented in this thesis are: the strong position of curriculum resources in the mathematics classroom in general; teachers’ faith in curriculum resources to convey the intentions and goals of mathematics education; and the expected benefits to mathematics education through expanding the knowledge base of research in the area of curriculum resources in general, and teacher guides in particular. This thesis builds upon two studies conducted in Sweden. READ MORE

7. 5. Assessment for learning : a case study in mathematics education

   Author : Andreia Balan; Malmö högskola; []
   Keywords : assessment for learning; scoring rubrics; peer assessment; peer feedback;

   Abstract : The aim of this study was to introduce a formative-assessment practice in a mathematics classroom, by implementing the five strategies of the formative-assessment framework proposed by Wiliam and Thompson (2007), in order to investigate: (a) if this change in assessment practices had a positive influence on students’ mathematical learning and, if this was the case, (b) which these changes were, and (c) how the teacher and students perceived these changes in relation to the new teaching-learning environment. The study was conducted in a mathematics classroom during the students’ first year in upper-secondary school. READ MORE