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Varför undervisning i matematik?: argument för matematik i grundskolan - i läroplaner, läroplansdebatt och hos blivande lärare
Linköping University, Department of Behavioural Sciences. Linköping University, Faculty of Arts and Sciences.
2002 (English)Licentiate thesis, monograph (Other academic)Alternative title
Why Mathematics? : Arguments for mathematics in compulsory school as they appear in curricula, incurriculum debates, and in the rninds of student teachers (English)
Abstract [en]

The aim of this study is to investigate, describe and analyse the justification and the goals of mathematics education in compulsory school in Sweden. The focus here is on student teachers and their conceptions of why mathematics should be taught in school.

A qualitative approach has been used and data (short texts) have been collected from five cohorts of student teachers during their first and second year of education respectively. The data were interpreted on a conceptual level, in the descriptions of arguments for mathematics. A study of curriculum texts and debates has served the purpose as background and context related to the arguments presented by the student teachers.

The outcome of the analysis of the student teachers' texts resulted in ten basic arguments for school mathematics. The main arguments are of either functional or formal character.

Place, publisher, year, edition, pages
Linköping: Univ., Institutionen för beteendevetenskap , 2002. , 192 plus bilaga 1 p.
FiF-avhandling - Filosofiska fakulteten – Linköpings universitet, ISSN 1401-4637 ; 60LiU-PEK-R / Linköpings universitet, Institutionen för beteendevetenskap och lärande, ISSN 1650-3643 ; 229
Keyword [en]
Arguments for Mathematics, Curriculum in Mathematics, School Mathematics, Student Teachers in Mathematics
Keyword [sv]
Matematikundervisning, grundskolan
National Category
URN: urn:nbn:se:liu:diva-112153Local ID: LiU-PEK-R-229ISBN: 91-7373-470-5OAI: diva2:763853

Felaktigt ISSN 1404-8183 angivet.

Available from: 2014-11-17 Created: 2014-11-17 Last updated: 2014-11-17Bibliographically approved

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