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Using the Mathematical Working Space model as a lens on geometry in the Swedish mathematics upper secondary curriculum
Linköping University, Department of Mathematics, Mathematics and Applied Mathematics. Linköping University, Faculty of Science & Engineering.
Linköping University, Department of Mathematics, Mathematics and Applied Mathematics. Linköping University, Faculty of Science & Engineering.
2018 (English)In: Perspectives on Professional development of mathematics teachers: Proceedings of MDIF11: The 11thSwedish Mathematics Education Research Seminar / [ed] J. Häggström, J. B. Ärlebäck, M. Fahlgren, M. Johansson, O. Olande, & Y. Liljekvist, 2018, p. 1-10Conference paper, Published paper (Refereed)
Abstract [en]

This paper uses the model of Mathematical Working Spaces to analyse the area of geometry in the Swedish upper secondary mathematics curriculum. By applying this framework, we describe how one can understand the mathematical work advocated in the curriculum in terms three geometrical paradigms as well as in terms of different emphasis on a set of three ways of working connecting epistemological and cognitive aspects of geometrical work.

Place, publisher, year, edition, pages
2018. p. 1-10
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Didactics
Identifiers
URN: urn:nbn:se:liu:diva-150894OAI: oai:DiVA.org:liu-150894DiVA, id: diva2:1244961
Conference
MDIF11, The eleventh research seminar of the Swedish Society for Research in Mathematics Education, Karlstad, Sweden, January 23–24, 2018
Available from: 2018-09-03 Created: 2018-09-03 Last updated: 2018-09-17Bibliographically approved

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Bergman Ärlebäck, Jonas

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