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Designing, implementing and evaluating mathematical modelling modules at the upper secondary level
Linköpings universitet, Matematiska institutionen, Matematik och tillämpad matematik. Linköpings universitet, Tekniska högskolan.
2009 (engelsk)Rapport (Annet vitenskapelig)
Abstract [en]

This study provides an account of how it is possible to work with mathematical models and modelling at the Swedish upper secondary level. It shows how a researcher and two teachers, departing from what is written in the mathematics curriculum document about mathematical models and modelling and the teachers’ mathematics teaching practices, collaborate to design and develop two so called modelling modules. These two modules designed for, and integrated in, the Mathematics C and Mathematics D course respectively, were implemented in the teachers’ classes and the whole process was evaluated. The students’ experiences of working with the modules were also investigated.

The conceptual framework used to study this process of design, implementation, and evaluation is built up of design-based research methodology, cultural historical activity theory (CHAT), and co-learning agreement between the researcher and the participants.

The teachers as well as the students expressed that they enjoyed working on the modules and found the experience positive and rewarding. However, some doubt concerning the learning outcome on behalf of the students were raised among the teachers, and the wish to incorporate more scheduled time into the modules was expressed by the students.

It is concluded that the participating teachers could had difficulties in expressing a clear conception of the notions of mathematical models or modelling and no affirmative conclusions could be drawn that the participation of the teachers changed their attitudes towards mathematical models and modelling. The designing process was often was restrained by constraints originating from the local school context, and working with modelling highlights many systemic tensions in the established school practice. Also, meta-results in form of suggestions of how to resolve different kinds of tensions in order to improve the study design are reported.

sted, utgiver, år, opplag, sider
Linköping University: Linköping Universtiy Electronic Press , 2009. , s. 219
HSV kategori
Identifikatorer
URN: urn:nbn:se:liu:diva-54269Lokal ID: LiTH-MAT-R-2009-9OAI: oai:DiVA.org:liu-54269DiVA, id: diva2:302342
Tilgjengelig fra: 2010-03-05 Laget: 2010-03-05 Sist oppdatert: 2014-06-23
Inngår i avhandling
1. Mathematical modelling in upper secondary mathematics education in Sweden
Åpne denne publikasjonen i ny fane eller vindu >>Mathematical modelling in upper secondary mathematics education in Sweden
2010 (engelsk)Doktoravhandling, med artikler (Annet vitenskapelig)
Abstract [en]

The aim of this thesis is to investigate and enhance our understanding of the notions of mathematical models and modelling at the Swedish upper secondary school level. Focus is on how mathematical models and modelling are viewed by the different actors in the school system, and what characterises the collaborative process of a didactician and a group of teachers engaged in designing and developing, implementing and evaluating teaching modules (so called modelling modules) exposing students to mathematical modelling in line with the present mathematics curriculum. The thesis consists of five papers and reports, along with a summary introduction, addressing both theoretical and empirical aspects of mathematical modelling.

The thesis uses both qualitative and quantitative methods and draws partly on design-based research methodology and cultural-historical activity theory (CHAT). The results of the thesis are presented using the structure of the three curriculum levels of the intended, potentially implemented, and attained curriculum respectively.

The results show that since 1965 and to the present day, gradually more and more explicit emphasis has been put on mathematical models and modelling in the syllabuses at this school level. However, no explicit definitions of these notions are provided but described only implicitly, opening up for a diversity of interpretations.

From the collaborative work case study it is concluded that the participating teachers could not express a clear conception of the notions mathematical models or modelling, that the designing process often was restrained by constraints originating from the local school context, and that working with modelling highlights many systemic tensions in the established school practice. In addition, meta-results in form of suggestions of how to resolve different kinds of tensions in order to improve the study design are reported.

In a questionnaire study with 381 participating students it is concluded that only one out of four students stated that they had heard about or used mathematical models or modelling in their education before, and the expressed overall attitudes towards working with mathematical modelling as represented in the test items were negative. Students’ modelling proficiency was positively affected by the students’ grade, last taken mathematics course, and if they thought the problems in the tests were easy or interesting. In addition empirical findings indicate that so-called realistic Fermi problems given to students working in groups inherently evoke modelling activities.

sted, utgiver, år, opplag, sider
Linköping: Linköping University Electronic Press, 2010. s. 75
Serie
Linköping Studies in Science and Technology. Dissertations, ISSN 0345-7524 ; 1289
HSV kategori
Identifikatorer
urn:nbn:se:liu:diva-54318 (URN)978-91-7393-488-6 (ISBN)
Disputas
2010-03-12, C3, hus C, Campus Valla, Linköpings universitet, Linköping, 10:15 (engelsk)
Opponent
Veileder
Tilgjengelig fra: 2010-03-30 Laget: 2010-03-09 Sist oppdatert: 2020-02-19bibliografisk kontrollert

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