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  • 1.
    Ashjari, Hoda
    et al.
    Linköpings universitet, Matematiska institutionen, Matematik och tillämpad matematik. Linköpings universitet, Tekniska högskolan.
    Jablonka, Eva
    Luleå tekniska universitet, Luleå.
    Bergsten, Christer
    Linköpings universitet, Matematiska institutionen, Matematik och tillämpad matematik. Linköpings universitet, Tekniska högskolan.
    Recognizing texts in undergraduate mathematics2012Inngår i: Proceedings 36th Conference of the International Group for the Psychology of Mathematics Education: Opportunities to Learn in Mathematics Education, Taipei-Taiwan, July 18-22, 2012. / [ed] Tso, T.Y., Department of Mathematics, National Taiwan Normal University; Taiwan Association of Mathematics Education , 2012, s. 4-245-Konferansepaper (Fagfellevurdert)
    Abstract [en]

    Findings from interviews investigating how Swedish first year engineering students recognize undergraduate mathematics texts as being more or less “mathematical”. The results indicate a relation between the students’ understanding of the principles for knowledge classification and their success in their mathematics studies.

  • 2.
    Bergman Ärlebäck, Jonas
    et al.
    Linköpings universitet, Matematiska institutionen, Matematik och tillämpad matematik. Linköpings universitet, Tekniska högskolan.
    Bergsten, Christer
    Linköpings universitet, Matematiska institutionen, Matematik och tillämpad matematik. Linköpings universitet, Utbildningsvetenskap.
    On the Use of Realistic Fermi Problems in Introducing Mathematical. Modelling in Upper Secondary Mathematics2010Inngår i: Modeling Students' Mathematical Modeling Competencies, ICTMA 13 / [ed] Richard Lesh, Peter L. Galbrait, Christopher R. Haines and Andrew Hurford, Springer US , 2010, s. 597-609Konferansepaper (Fagfellevurdert)
    Abstract [en]

    This paper reports on a study aiming to investigate the possible potential of using Fermi problems to introduce mathematical modelling to Swedish upper secondary school students. Three groups of students- work on realistic Fermi problems were analysed using an analytic tool, referred to as the -modelling activity diagram-, adapted and developed by the author. It was observed that the processes involved in a mathematical modelling cycle were richly represented in the problem solving processes of the groups. The students also frequently used their personal extra-mathematical knowledge in the solving process in three different ways; a creative, a verifying and a social way.

  • 3.
    Bergsten, Christer
    Linköpings universitet, Matematiska institutionen, Matematik och tillämpad matematik. Linköpings universitet, Tekniska högskolan.
    A calculus lecture: What made it good?2012Inngår i: Proceedings of Norma 11: The Sixth Nordic Conference of Mathematics Education / [ed] G. H. Gunnarsdóttir, et al., Reykjavik: University of Iceland Press, 2012, s. 167-176Konferansepaper (Fagfellevurdert)
    Abstract [en]

    This paper reports from a study that investigates, from a student and a teacher perspective, the fact that the large group lecture format prevails and attracts students in undergraduate mathematics education despite the many arguments put forward against the educational value of lectures. The focus here is on students’ views on specific aspects of one calculus lecture they just attended.

  • 4.
    Bergsten, Christer
    Linköpings universitet, Utbildningsvetenskap. Linköpings universitet, Matematiska institutionen, Tillämpad matematik.
    A classification of algebraic tasks2003Inngår i: New trends in mathematics education research: an European perspective,2003, 2003Konferansepaper (Annet vitenskapelig)
  • 5.
    Bergsten, Christer
    Linköpings universitet, Utbildningsvetenskap. Linköpings universitet, Matematiska institutionen, Tillämpad matematik.
    Beyond the representation given - The parabola and historical metamorphoses of meaning2004Inngår i: PME - Interbational Group for the Psychology of Mathematics Education,2004, Bergen: Bergen Univeristy College , 2004, s. 1-264-1-264Konferansepaper (Annet vitenskapelig)
    Abstract [en]

      Tracking the history of a mathematical object reveals a double influence on its development - from inside and outside the pure mathematical realm. From a semiotic point of view, a chain of metamorphoses of meanings is created, which becomes critical as the mathematical object by the social process of didactic transposition is turned into a presented object of teaching and learning. As an example, by representing the mathematical object -parabola- by means of its historical progression within classical geometry, analytic geometry, and dynamic geometry software, it is seen, by using analytic tools from semiotics, anthropo¬logical theory of didactics, and embodied cognition, how and why students- concept images and problem solving techniques may become disconnected and instrumental.

  • 6.
    Bergsten, Christer
    Linköpings universitet, Matematiska institutionen, Matematik och tillämpad matematik. Linköpings universitet, Utbildningsvetenskap.
    Beyond the representation given: The parabola and historical metamorphoses of meanings2015Inngår i: Refractions of mathematics education: Festschrift for Eva Jablonka / [ed] C. Bergsten & B. Sriraman, Charlotte, NC: Information Age Publishing, 2015, s. 15-48Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 7.
    Bergsten, Christer
    Linköpings universitet, Utbildningsvetenskap. Linköpings universitet, Matematiska institutionen, Tillämpad matematik.
    Datoranvändning i högskolans matematikundervisning1999Inngår i: Datorstödd eller datorstörd matematikundervisning,1998, Stockholm: Högskoleverket , 1999, s. 21-Konferansepaper (Fagfellevurdert)
    Abstract [sv]

     För att få en översiktlig bild av datoranvändningen i den svenska högskolans matematikundervisning genomfördes under våren 1998 en enkätundersöknng. Kursansvariga (eller motsvarande) lärare för kurser i matematik och matemaisk statistik besvarade frågor om bl.a. typ och omfång av datorstöd och argument för eller emot anvädningen av datorer i undervisningen. Resultatet kan sammanfattas i bl.a. följande slutsatser: stadig ökning av datoranvändning under de senaste tre åren til ca 50% av kurserna i matematik och ca 80% av kurserna i matemaisk statistik; stor skillnad mellan olika högskolor; ingen större skillnad mellan utbildningr (lärarutbildningar speciell situation) eller kurser (utom "tillämpade"); formerna för datoranvändning varierar i allmänhet inte så mycket; argumenten för och emot datoranvändning i matematikundervisningen varierar men ryms inom fem till sex kategorier; stor skillnad mellan högskolor i miniräknarpolicy på skriftlig tentamen i matematik, där totalt ca 1/3 av kurserna tillåter miniräknare; argumenten mot miniräknare på skriftlig tentamen i matematik är många och "motståndet" är starkt på flera håll: det finns ett uttalat intresse hos många lärare att utveckla datorstödet i matematikundervisningen.   

  • 8.
    Bergsten, Christer
    Linköpings universitet, Utbildningsvetenskap. Linköpings universitet, Matematiska institutionen, Tillämpad matematik.
    Datrostödd eller datorstörd matematikundervisning?1999Collection/Antologi (Annet vitenskapelig)
  • 9.
    Bergsten, Christer
    Linköpings universitet, Matematiska institutionen, Matematik och tillämpad matematik. Linköpings universitet, Tekniska fakulteten.
    En gyllene pyramid: Fem trianglar och en pentagon2003Inngår i: Nämnaren : tidskrift för matematikundervisning, ISSN 0348-2723, Vol. 30, nr 2, s. 36-41Artikkel i tidsskrift (Annet (populærvitenskap, debatt, mm))
    Abstract [sv]

    Den regelbundna femhörningen, pentagonen, är ett enkelt geometriskt objekt som innehåller förvånansvärt mycket matematik. Från detta objekt kan man konstruera flera andra som trianglar och femuddiga stjärnor. Gemensamt för alla dessa figurer är att de har starka anknytningar till det gyllene snittet. Från pentagonen kan man även konstruera ett tredimensionellt objekt – en gyllene pyramid.

  • 10.
    Bergsten, Christer
    Linköpings universitet, Utbildningsvetenskap. Linköpings universitet, Matematiska institutionen, Tillämpad matematik.
    En kommentar till den matematiska problemlösningens didaktik2006Inngår i: Perspektiv på kunskapens och lärandets villkor / [ed] Lisen Häggblom, Lars Burman & Ann-Sofi Röj-Lindberg, Vasa: Åbo Akademi , 2006, s. 165-176Kapittel i bok, del av antologi (Annet vitenskapelig)
    Abstract [sv]

     Grundat på en klassificering av teoretiska perspektiv, aspekter av matematiska problem, kunskapsbildning och undervisning, presenteras en epistemologisk modell för problemslösningens roll i en matematisk praktik.

  • 11.
    Bergsten, Christer
    Linköpings universitet, Utbildningsvetenskap. Linköpings universitet, Matematiska institutionen, Tillämpad matematik.
    Exploiting the gap between intuitive and formal knowledge in mathematics2008Inngår i: The International Congress on Mathematical Education, ICME,2004, Copenhagen: Roskilde University , 2008Konferansepaper (Fagfellevurdert)
  • 12.
    Bergsten, Christer
    Linköpings universitet, Matematiska institutionen, Matematik och tillämpad matematik. Linköpings universitet, Tekniska fakulteten.
    Faces of Swedish research in mathematics education2002Inngår i: Research and action in the mathematics classroom: Proceedings of MADIF 2, the 2nd Swedish Mathematics Education Research Seminar, Göteborg, January 26-27, 2000 / [ed] Christer Bergsten, Göte Dahland, Barbro Grevholm, Linköping: Svensk förening för MatematikDidaktisk Forskning - SMDF, 2002, s. 21-36Konferansepaper (Annet vitenskapelig)
  • 13.
    Bergsten, Christer
    Linköpings universitet, Matematiska institutionen, Matematik och tillämpad matematik. Linköpings universitet, Tekniska fakulteten.
    From sense to symbol sense1999Inngår i: European research in mathematics education I.II / [ed] Inge Schwank, Osnabrück: Forschungsinstitut für Mathematikdidaktik and ERME , 1999, Vol. II, s. 126-137Konferansepaper (Fagfellevurdert)
    Abstract [en]

    In this theoretical paper figurative aspects of algebraic symbolism are discussed and related to the theory of image schemata, opening up for one way of understanding the development of symbol sense in mathematics. The ideas of mathematical forms (referring to spatial characteristics of mathematical formulas), and form operations, are at the core of this analysis.

  • 14.
    Bergsten, Christer
    Linköpings universitet, Utbildningsvetenskap. Linköpings universitet, Matematiska institutionen, Tillämpad matematik.
    How do theories influence the research on teaching and learning limits of functions?2007Inngår i: CERME,2007, Nicosia: University of Cyprus , 2007, s. 1638-Konferansepaper (Fagfellevurdert)
  • 15.
    Bergsten, Christer
    Linköpings universitet, Utbildningsvetenskap. Linköpings universitet, Matematiska institutionen, Tillämpad matematik.
    Investigating quality in undergraduate mathematics lectures2007Inngår i: Mathematics Education Research Journal, ISSN 1033-2170, E-ISSN 2211-050X, Vol. 19, nr 3, s. 48-72Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    The notion of quality in undergraduate mathematics lectures is examined by using theoretical notions and research results from the literature and empirical data from a case study on lecturing on limits of functions. A systemic triangular model is found to catch critical quality aspects of a mathematics lecture, consisting of mathematical exposition, teacher immediacy, and general quality criteria for mathematics teaching. Mathematical exposition involves the dynamic interplay of mathematical content, mathematical process, and institutionalisation. The discussion is a contribution to an increased pedagogical awareness in undergraduate mathematics teaching.

  • 16.
    Bergsten, Christer
    Linköpings universitet, Matematiska institutionen, Tillämpad matematik. Linköpings universitet, Tekniska högskolan.
    Lecture notes - On lecturing in undergraduate mathematics2007Inngår i: MADIF-5, 2006, Linköping: SMDF , 2007, s. 31-Konferansepaper (Annet vitenskapelig)
    Abstract [en]

    Lectures is a common teaching format in undergraduate mathematics. This study sets up to investigate the notion of a quality lecture, based on a literature review and a case study in a beginning calculus course. Critical aspects discussed include information delivery, connections, rigour-intuition, algebraic-imagistic modes, gestures, socio-mathematical norms, a mathematical mind, inspiration, personalisation, and general quality criteria for mathematics teaching, al of which came into play in the lecture studied.

  • 17.
    Bergsten, Christer
    Linköpings universitet, Utbildningsvetenskap. Linköpings universitet, Matematiska institutionen, Tillämpad matematik.
    Magic circels in the arbelos2006Rapport (Annet vitenskapelig)
  • 18.
    Bergsten, Christer
    Linköpings universitet, Matematiska institutionen. Linköpings universitet, Tekniska högskolan.
    Magic circles in the arbelos2010Inngår i: The Montana Mathematics Enthusiast, ISSN 1551-3440, E-ISSN 1551-3440, Vol. 7, nr 2&3, s. 209-222Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    In the arbelos three simple circles are constructed on which the tangency points for three circle chains, all with Archimedes’ circle as a common starting point, are situated. In relation to this setting, some algebraic formulae and remarks are presented. The development of the ideas and the relations that were “discovered” were strongly mediated by the use of dynamic geometry software.

  • 19.
    Bergsten, Christer
    Linköpings universitet, Matematiska institutionen, Matematik och tillämpad matematik. Linköpings universitet, Tekniska fakulteten.
    Matematik i tiden: Dokumentation av 12:e Matematikbiennalen, Norrköping 24-26 januari 20022002Konferanseproceedings (Annet vitenskapelig)
  • 20.
    Bergsten, Christer
    Linköpings universitet, Matematiska institutionen, Matematik och tillämpad matematik. Linköpings universitet, Tekniska fakulteten.
    Mathematical approaches2018Inngår i: Encyclopedia of Mathematics Education / [ed] Steve Lerman (complete book) and Eva Jablonka (section editor), Cham: Springer, 2018, 2, s. 1-8Kapittel i bok, del av antologi (Fagfellevurdert)
    Abstract [en]

    Research in mathematics education is interdisciplinary. According to Higginson (1980), mathematics, philosophy, psychology, and sociology are contributing disciplines to mathematics education (similar to what Michael Otte called Bezugsdisziplinen; Otte et al. 1974, p. 20). Linguistics and semiotics could be added. Framing of research, by means of theories or methods from these, amounts to different approaches, mathematics itself being one obvious choice. According to one view, mathematics education as a research field belongs to mathematics: at the second International Congress on Mathematical Education (ICME) in Exeter, Zofia Krygowska suggested that mathematics education should be classified as “a part of mathematics with a status similar to that of analysis or topology” (Howson 1973, p. 48). Another view sees mathematics education as an autonomous science (didactics of mathematicsas Hans Georg Steiner in 1968 called the new discipline he wanted to establish; see...

  • 21.
    Bergsten, Christer
    Linköpings universitet, Matematiska institutionen, Matematik och tillämpad matematik. Linköpings universitet, Utbildningsvetenskap.
    Mathematical approaches2014Inngår i: Encyclopedia of Mathematics Education / [ed] Steve Lerman, Springer, 2014, 1, s. 376-383Kapittel i bok, del av antologi (Annet vitenskapelig)
    Abstract [en]

    Research in mathematics education is interdisciplinary. According to Higginson (1980), mathematics, philosophy, psychology, and sociology are contributing disciplines to mathematics education (similar to what Michael Otte called Bezugsdisziplinen; Otte et al. 1974, p. 20). Linguistics and semiotics could be added. Framing of research, by means of theories or methods from these, amounts to different approaches, mathematics itself being one obvious choice. According to one view, mathematics education as a research field belongs to mathematics: at the second International Congress on Mathematical Education (ICME) in Exeter, Zofia Krygowska suggested that mathematics education should be classified as “a part of mathematics with a status similar to that of analysis or topology” (Howson 1973, p. 48). Another view sees mathematics education as an autonomous science (didactics of mathematics as Hans Georg Steiner in 1968 called the new discipline he wanted to establish; see Furinghetti et al. 2008, p. 132), strongly linked to mathematics, as expressed at ICME1 in Lyon 1969: “The theory of mathematical education is becoming a science in its own right, with its own problems both of mathematical and pedagogical content. The new science should be given a place in the mathematical departments of Universities or Research Institutes, with appropriate qualifications available” (quoted in Furinghetti et al. 2008, p. 132). However, in many countries, mathematics education research has an institutional placement mainly in educational departments.

  • 22.
    Bergsten, Christer
    Linköpings universitet, Matematiska institutionen, Tillämpad matematik. Linköpings universitet, Tekniska högskolan. Linköpings universitet, Utbildningsvetenskap.
    Mathematics education research in Sweden: An introduction2010Inngår i: The first sourcebook on Nordic research in mathematics education: Norway, Sweden, Iceland, Denmark and contributions from Finland / [ed] Sriraman, B., Bergsten, C., Goodchild, S., Pálsdóttir, G., Dahl Søndergaard, B., & Haapasalo, L., Charlotte, NC: Information Age Publishing , 2010, s. 269-282Kapittel i bok, del av antologi (Annet vitenskapelig)
    Abstract [en]

    Iceland, Denmark and contributions from Finland provides the first comprehensive and unified treatment of historical and contemporary research trends in mathematics education in the Nordic world. The book is organized in sections co-ordinated by active researchers in mathematics education in Norway, Sweden, Iceland, Denmark, and Finland. The purpose of this sourcebook is to synthesize and survey the established body of research in these countries with findings that have influenced ongoing research agendas, informed practice, framed curricula and policy. The sections for each country also include historical articles in addition to exemplary examples of recently conducted research oriented towards the future. The book will serve as a standard reference for mathematics education researchers, policy makers, practitioners and students both in and outside the Nordic countries. This Sourcebook includes over 50 chapters from the Nordic world. Section I- Norwegian Research in Mathematics Education Section Editor: Simon Goodchild Introduction to the Norwegian part of the Sourcebook of Nordic Research in Mathematics Education Simon Goodchild The development of mathematics education as a research field in Norway - an insider's personal reflections, Trygve Breiteig and Simon Goodchild Section II- Swedish Research in Mathematics Education Section Editor: Christer Bergsten Mathematics education research in Sweden - An introduction Christer Bergsten Some theoretical orientations of Swedish research Learning difficulties and mathematical reasoning Johan Lithner, Torulf Palm Section III - Icelandic Research in Mathematics Education Section Editors: Guðbjörg Pálsdóttir, Bharath Sriraman Mathematics Education in Iceland: Explaining the Non-homogeneity in a Homogenous System, Guðný Helga Gunnarsdóttir, Guðbjörg Pálsdóttir, Bharath Sriraman The History of Public Education in Mathematics in Iceland and its Relations to Secondary Education, Kristín Bjarnadóttir Section IV - Danish Research in Mathematics Education Section Editors: Bettina Dahl, Bharath Sriraman Section V- Contributions from Finland Section Editor: Lenni HaapasaloShow.

  • 23.
    Bergsten, Christer
    Linköpings universitet, Matematiska institutionen, Matematik och tillämpad matematik. Linköpings universitet, Tekniska fakulteten.
    Mathematisation as didactic principle seen through teachers' descriptions of mathematical modelling2017Inngår i: Quaderni di Ricerca in Didattica" QRDM (Mathematics), ISSN 1592-5137, E-ISSN 1592-4424, Vol. 27, nr 2, s. 229-233Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Considering the ‘popularity’ of mathematical modelling as an arena for using mathematisation as didactic principle, teachers’ conceptions of mathematical modelling in relation to how they view their main task as mathematics teachers, as well what use the mathematics students learn at school might be, was investigated drawing on interview data. While the teachers generally separated ‘reality’ and ‘mathematics’, the potential diversity of mathematical descriptions and the problematic nature of any “translation” were generally not discussed. Overall goals of teaching mathematics such as understanding, interest and usefulness were emphasised rather than relating modelling to mathematisation as didactic principle.

  • 24.
    Bergsten, Christer
    Linköpings universitet, Matematiska institutionen, Matematik och tillämpad matematik. Linköpings universitet, Utbildningsvetenskap.
    News from Nordic mathematics education2014Inngår i: Nordisk matematikkdidaktikk, ISSN 1104-2176, Vol. 19, nr 1, s. 75-84Artikkel, forskningsoversikt (Fagfellevurdert)
  • 25.
    Bergsten, Christer
    Linköpings universitet, Matematiska institutionen, Matematik och tillämpad matematik. Linköpings universitet, Utbildningsvetenskap.
    News from Nordic mathematics education2011Inngår i: Nordisk matematikkdidaktikk, ISSN 1104-2176, Vol. 16, nr 4, s. 103-117Artikkel, forskningsoversikt (Annet vitenskapelig)
  • 26.
    Bergsten, Christer
    Linköpings universitet, Matematiska institutionen, Matematik och tillämpad matematik. Linköpings universitet, Utbildningsvetenskap.
    News from Nordic mathematics education2012Inngår i: Nordisk matematikkdidaktikk, ISSN 1104-2176, Vol. 17, nr 2, s. 69-84Artikkel, forskningsoversikt (Annet vitenskapelig)
  • 27.
    Bergsten, Christer
    Linköpings universitet, Matematiska institutionen, Matematik och tillämpad matematik. Linköpings universitet, Utbildningsvetenskap.
    News from Nordic mathematics education2013Inngår i: Nordisk matematikkdidaktikk, ISSN 1104-2176, Vol. 18, nr 2, s. 93-102Artikkel, forskningsoversikt (Annet vitenskapelig)
  • 28.
    Bergsten, Christer
    Linköpings universitet, Utbildningsvetenskap. Linköpings universitet, Matematiska institutionen, Tillämpad matematik.
    Några aspekter av matematikens formelspråk2008Inngår i: Matematiska språk. Sju essäer om symbolspråkets roll i matematiken., Stockholm: Santérus Förlag , 2008, s. 127-143Kapittel i bok, del av antologi (Annet (populærvitenskap, debatt, mm))
    Abstract [sv]

       

  • 29.
    Bergsten, Christer
    Linköpings universitet, Utbildningsvetenskap. Linköpings universitet, Matematiska institutionen, Tillämpad matematik.
    On the influence of theory on research in mathematics education: the case of teaching and learning limits of functions2008Inngår i: ZDM : the international journal on mathematics education, ISSN 1863-9690, Vol. 40, nr 2, s. 189-199Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

     After an introduction on approaches, researh frameworks and theories in mathematics education research, three didactical research studies on limits of functions with different research frameworks are analysed and compared with respect to their theoretical perspectives. It is shown how a chosen research framework defines the world in which the reearch lives, pointing to the difficult but necessary task to compare research results within a common field of study but conducted within different frameworks.

  • 30.
    Bergsten, Christer
    Linköpings universitet, Matematiska institutionen, Matematik och tillämpad matematik. Linköpings universitet, Tekniska fakulteten.
    Studying mathematics at university: Views of first year engineering students2016Inngår i: Didactics of mathematics in higher education as a scientific discipline: Conference Proceedings / [ed] R. Göller, R. Biehler, R. Hochmuth, H-G. Rück, Kassel, 2016, s. 458-465Konferansepaper (Fagfellevurdert)
    Abstract [en]

    As part of a larger project investigating the transition from secondary to tertiary mathematics educa-tion in Sweden, interviews with 60 engineering students at the end of their first year of study sug-gest that shifts during the transition from individualised to collective study approaches and from de-pendent to apprenticed student positions, as well as student life, contribute to students’ views on university studies as a generally highly valuable experience.

  • 31.
    Bergsten, Christer
    Linköpings universitet, Matematiska institutionen, Matematik och tillämpad matematik. Linköpings universitet, Tekniska fakulteten.
    Symbolic computing and mathematics education1994Rapport (Annet vitenskapelig)
    Abstract [en]

    A lab sequence with the computer algebra system Maple was integrated in one of the analysis courses for beginning engineering students. The students appreciated the labs, but questionned their value for the learning of analysis. There was a significant shift over time toward a higher appreciation of the labs, and most students wanted Maple in the course. No significant differences were found in mathematical achievement or attitudes between the lab and control groups. The plotting function of Maple was valued for learning and understanding analysis. Data indicate, however, that the symbolic computational feature of a computer algebra system will not be fully appreciated until students are familiar with the computations. It thus seems necessary, when planning to use a computer algebra system as a learning tool, to explicate the intended learning paradigm, how the computational facilities of the system are to be used, and what kind of mathematical competence students develop and get out of the course. A conclusion from this study is that the use in education of thus type of technology is appreciated by the students, but that early in an analysis course it should be used mainly as a support to imagery, and that only later in the course automated algebraic computations should be used for example as a problem solving tool.

  • 32.
    Bergsten, Christer
    Linköpings universitet, Matematiska institutionen, Matematik och tillämpad matematik. Linköpings universitet, Utbildningsvetenskap.
    The development of teacher education: Panel discussion2004Inngår i: Educating for the future: Proceedings of an International Symposiun on Mathematics Teacher Education / [ed] R. Strässer, G. Brandell, B. Grevholm, O. Helenius, Göteborg: The Royal Swedish Academy of Sciences , 2004, s. 221-226Konferansepaper (Fagfellevurdert)
  • 33.
    Bergsten, Christer
    Linköpings universitet, Utbildningsvetenskap. Linköpings universitet, Matematiska institutionen, Tillämpad matematik.
    The relationships of theory and practice in mathematics education2003Inngår i: CERME 3 Third Conference of the European Society for Research in Mathematics Education,2003, 2003Konferansepaper (Annet vitenskapelig)
  • 34.
    Bergsten, Christer
    Linköpings universitet, Matematiska institutionen, Tillämpad matematik. Linköpings universitet, Tekniska högskolan.
    Trying to reach the limit: The role of algebra in mathematical reasoning2006Inngår i: Proceedings of the 30th conference of the International group for the psychology of mathematics education, vol2 / [ed] J. Novotná, H. Moraová, M. Krátká and N. Stehlíková, Prag: The International Group for the Psychology of Mathematics Education , 2006, s. 153-160Konferansepaper (Annet vitenskapelig)
    Abstract [en]

    In this paper the role of algebra in students- mathematical reasoning about limits of functions in undergraduate mathematics is analysed, considering the students- edu¬cational setting. Data from a video study where six students worked in pairs to solve problems on limits of functions, and an analysis of their calculus lectures, indicate that algebra is at the same time a key and a lock to reach the limit in these problems. This double effect is related to the mathematical organisation taught, as well as the students- sense of authority as internal or external.

  • 35.
    Bergsten, Christer
    Linköpings universitet, Matematiska institutionen. Linköpings universitet, Tekniska högskolan.
    Tvillingcirklar2009Inngår i: Normat - Nordisk matematisk tidskrift, ISSN 0801-3500, Vol. 57, nr 1, s. 22-31Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This ties with previous articles on the arbelos of Archimedes, but instead of starting with two tangent circles, enclosed in a common tangent circle, no conditions are imposed on the two. We then get two cases, whether the circles intersect or not, and a detailed study is made on the nesuing circles. Much of the motivation for this paper is how the problems can be used to illustrate the power of various dynamic geometry software available on the market since the 80's.

  • 36.
    Bergsten, Christer
    Linköpings universitet, Matematiska institutionen, Matematik och tillämpad matematik. Linköpings universitet, Tekniska fakulteten.
    Vad är en parabel?2006Inngår i: Nämnaren : tidskrift för matematikundervisning, ISSN 0348-2723, Vol. 33, nr 1, s. 45-48Artikkel i tidsskrift (Annet (populærvitenskap, debatt, mm))
    Abstract [sv]

    Med parabeln som exempel visas hur den historiskt-kulturella utvecklingen av idéer, uttrycksformer, metoder och verktyg kan berika och utveckla ett matematiskt begrepp och hur detta kan uppfattas. Vilka didaktiska problem och möjligheter ger detta i dagens skola?

  • 37.
    Bergsten, Christer
    Linköpings universitet, Matematiska institutionen, Tillämpad matematik. Linköpings universitet, Tekniska högskolan.
    Why do students go to lectures?2011Inngår i: Proceedings of the Seventh Congress of the European Society for Research in Mathematics Education / [ed] Marta Pytlak, Tim Rowland, Ewa Svoboda, Rzeszów, Poland: University of Rzeszów, Poland , 2011, s. 1960-1970Konferansepaper (Fagfellevurdert)
    Abstract [en]

    This paper investigates, from a student perspective, the fact that, despite arguments put forward against the educational value of large group lectures, this teaching format prevails and attracts students in undergraduate mathematics education.

  • 38.
    Bergsten, Christer
    et al.
    Linköpings universitet, Matematiska institutionen, Matematik och tillämpad matematik. Linköpings universitet, Utbildningsvetenskap.
    Botten, Geir
    Fuglestad, Anne-Berit
    Grevholm, Barbro
    Holden, Ingvill
    Lingefjärd, Thomas
    Background document: The education and competence development of mathematics teachers in Norway and Sweden2004Inngår i: Educating for the future: Proceedings of an International Symposium on Mathematics Teacher Education / [ed] Strässer, R., Brandell, G., Grevholm, B, Helenius, O., Göteborg: The Royal Swedish Academy of Sciences , 2004, s. 9-38Konferansepaper (Fagfellevurdert)
    Abstract [en]

    In this document we present the study material, which was the starting point for the symposium. It consists of experienced teacher educators' and researchers' collected knowledge from classroom and teacher education experience as well as research from the authors and colleagues. The text describes the educational system and the teacher education in Sweden and Norway and recent reforms. It concludes with the identification of some critical issues, which have been, still are or have recently appeared within the educational and competency development of mathematics teachers in Norway and Sweden.

  • 39.
    Bergsten, Christer
    et al.
    Linköpings universitet, Matematiska institutionen, Matematik och tillämpad matematik. Linköpings universitet, Utbildningsvetenskap.
    Dahland, GöteGöteborg University, Sweden.Grevholm, BarbroUniversity of Agder, Norway.
    Research and action in the mathematics classroom: proceedings of MADIF 2, the 2nd Swedish Mathematics Education Research Seminar, Göteborg, January 26-27, 20002002Collection/Antologi (Fagfellevurdert)
  • 40.
    Bergsten, Christer
    et al.
    Linköpings universitet, Matematiska institutionen, Matematik och tillämpad matematik. Linköpings universitet, Utbildningsvetenskap.
    Engelbrecht, Johann
    University of Pretoria, South Africa.
    Kågesten, Owe
    Linköpings universitet, Institutionen för teknik och naturvetenskap. Linköpings universitet, Tekniska fakulteten.
    Conceptual and procedural approaches to mathematics in the engineering curriculum: Comparing views of junior and senior engineering students in two countries2017Inngår i: Eurasia Journal of Mathematics, Science and Technology Education, ISSN 1305-8223, ISSN 1305-8223, Vol. 33, nr 3, s. 533-553Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    One challenge for an optimal design of the mathematical components in engineering education curricula is to understand how the procedural and conceptual dimensions of mathematical work can be matched with different demands and contexts from the education and practice of engineers. The focus in this paper is on how engineering students respond to the conceptual-procedural distinction, comparing performance and confidence between second and fourth year groups of students in their answers to a questionnaire comprising conceptually and procedurally focused mathematics problems. We also compare these students’ conceptions on the role of conceptual and procedural mathematics problems within and outside their mathematics studies. Our data suggest that when mathematical knowledge is being recontextualised to engineering subjects or engineering design, a conceptual approach to mathematics is more essential than a procedural approach; working within the mathematical domain, however, the procedural aspects of mathematics are as essential as the conceptual aspects.

  • 41.
    Bergsten, Christer
    et al.
    Linköpings universitet, Matematiska institutionen, Matematik och tillämpad matematik. Linköpings universitet, Utbildningsvetenskap.
    Engelbrecht, Johann
    University of Pretoria, South Africa.
    Kågesten, Owe
    Linköpings universitet, Institutionen för teknik och naturvetenskap, Kommunikations- och transportsystem. Linköpings universitet, Tekniska fakulteten.
    Conceptual or procedural mathematics for engineering students – views of two qualified engineers from two countries2015Inngår i: International journal of mathematical education in science and technology, ISSN 0020-739X, E-ISSN 1464-5211, Vol. 46, nr 7, s. 979-990Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This study forms part of a collaboration project between universities in South Africa and Sweden in which we investigate whether the emphasis in undergraduate mathematics courses for engineering students would benefit from being more conceptually oriented than a traditional more procedurally oriented way of teaching. In this paper, we report in some detail from two interviews with professional engineers, selected to represent two different ‘poles’ of engineering work. The aim was to explore different kinds of arguments regarding the role of mathematics in engineering work, as well as some common across contexts. Both interviewees feel that conceptual mathematics is more important for engineering work, although the role of the procedural aspect was seen by one of the interviewees also to be important, but in a very intricate way.

  • 42.
    Bergsten, Christer
    et al.
    Linköpings universitet, Utbildningsvetenskap. Linköpings universitet, Matematiska institutionen, Tillämpad matematik.
    Fransson, Torbjörn
    Växjö universitet.
    Students interacting with an artefact designed to visualise three-dimensional analytic geometry2006Inngår i: CERME - Conference of the European Society for Research in Mathematics Education,2005, Barcelona: Universitat Ramon Llull , 2006, s. 71-Konferansepaper (Fagfellevurdert)
    Abstract [en]

     To investigate students- ways of working with concrete materials in mathematics, a three-dimensional static artefact was constructed and made available to upper secondary students, with pre-knowledge only in two-dimensional coordinate geo¬metry, for solving problems about planes and straight lines in space. Artefact interactivity was generally high, even students also disregarded the model to work only numerically with the coordinates, building on know¬ledge about lines in two dimensions. The model was used when trying to convince other students in the group. 

  • 43.
    Bergsten, Christer
    et al.
    Linköpings universitet, Matematiska institutionen, Matematik och tillämpad matematik. Linköpings universitet, Tekniska fakulteten.
    Frejd, Peter
    Linköpings universitet, Matematiska institutionen, Matematik och tillämpad matematik. Linköpings universitet, Utbildningsvetenskap.
    Preparing pre-service mathematics teachers for STEM education: an analysis of lesson proposals2019Inngår i: ZDM - the International Journal on Mathematics Education, ISSN 1863-9690, E-ISSN 1863-9704, Vol. 51, nr 6, s. 941-953Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Based on an investigation of research literature on the role of mathematics within the context of STEM education and twenty-first century skills, this explorative study presents and analyses 19 pre-service teachers’ lesson proposals for innovative STEM activities in secondary mathematics classrooms. Drawing on a categorisation of twenty-first century skills and key concepts from Realistic Mathematics Education and Basil Bernstein’s writings, the analysis indicated a use of detailed instructions regarding what students should do but unspecified criteria for their expected knowledge productions. Rather than serving as a digital tool for problem solving, programming was used for the purpose of generalising students’ conceptual knowledge in mathematics. At the same time a focus on modelling and applications in the STEM activities tended to weaken the disciplinary character of mathematics. The learning of various twenty-first century skills was promoted to different extents. The study raises a discussion of affordances and constraints regarding students’ access to mathematical knowledge through different modes of integration of mathematics and other STEM subjects aiming to support the development of twenty-first century skills.

  • 44.
    Bergsten, Christer
    et al.
    Linköpings universitet, Utbildningsvetenskap. Linköpings universitet, Matematiska institutionen, Tillämpad matematik.
    Grevholm, Barbro
    Challenges in mathematics education: Proceedings of MADIF 3 : the 3rd Swedish Mathematics Education Research Seminar, Norrköping, January 23-25, 20022003Konferanseproceedings (Fagfellevurdert)
  • 45.
    Bergsten, Christer
    et al.
    Linköpings universitet, Utbildningsvetenskap. Linköpings universitet, Matematiska institutionen, Tillämpad matematik.
    Grevholm, BarbroHøgskolen i Agder.
    Conceptions of mathematics: proceedings of norma 01 : the 3rd Nordic Conference on Mathematics Education, Kristianstad, June 8-12, 20012005Collection/Antologi (Annet vitenskapelig)
    Abstract [en]

     Proceedings of Norma01, Third Nordic Conference on Mathematics Education, Kristianstad 2001

  • 46.
    Bergsten, Christer
    et al.
    Linköpings universitet, Utbildningsvetenskap. Linköpings universitet, Matematiska institutionen, Tillämpad matematik.
    Grevholm, BarbroUniversitetet i Agder.
    Developing and researching quality in mathematics teaching and learning2007Collection/Antologi (Fagfellevurdert)
  • 47.
    Bergsten, Christer
    et al.
    Linköpings universitet, Utbildningsvetenskap. Linköpings universitet, Matematiska institutionen, Tillämpad matematik.
    Grevholm, Barbro
    Knowledgeable teacher educators and linking practices2008Inngår i: The International Handbook of mathematics Teacher Education, Volume 4: The Mathematics Teacher Educator as a Developing Professional / [ed] Barbara Jaworski and Terry Woods, Rotterdam: Sense Publishers , 2008, 1, s. 221-246Kapittel i bok, del av antologi (Annet vitenskapelig)
    Abstract [en]

    The Handbook of Mathematics Teacher Education, the first of its kind, addresses the learning of mathematics teachers at all levels of schooling to teach mathematics, and the provision of activity and programmes in which this learning can take place. It consists of four volumes. Volume 4 of this handbook has the title The Mathematics Teacher Educator as a Developing Professional. The volume seeks to complement the other three volumes by focusing on knowledge and roles of teacher educators working with teachers in teacher education processes and practices. In this respect it is unique. Chapter authors represent a community of teacher educators world wide who can speak from practical, professional and theoretical viewpoints about what it means to promote teacher education practice. The volume is in 3 main sections. In the first we focus on Challenges to and Theory in Mathematics Teacher Education. Here authors write from perspectives of theory and/or challenge and relate this to examples and insights from their practice. The second section, Reflection On Developing as a Mathematics Teacher Educator has four autobiographical chapters in which authors delineate their experiences as teacher educators and relate these to theoretical and/or moral standpoints. In Section 3, Working With Prospective and Practising Teachers: What We Learn; What We Come to Know, authors write from perspectives on practice - in many cases, the practices in which they themselves have engaged - and relate this to theoretical perspectives and rationales for teacher education programmes. The volume also has an introductory chapter in which the purpose and content of the volume is set out, and a final chapter that syntheses themes and issues from the chapters as a whole, offering an overview of the field and suggesting future directions. Bibliographical Information for the complete set: VOLUME 1: Knowledge and Beliefs in Mathematics Teaching and Teaching Development Peter Sullivan, Monash University, Clayton, Australia and Terry Wood, Purdue University, West Lafayette, USA (eds.) paperback: 978-90-8790-541-5, hardback: 978-90-8790-542-2, ebook: 978-90-8790-543-9 VOLUME 2: Tools and Processes in Mathematics Teacher Education Dina Tirosh, Tel Aviv University, Israel and Terry Wood, Purdue University, West Lafayette, USA (eds.) paperback: 978-90-8790-544-6, hardback: 978-90-8790-545-3, ebook: 978-90-8790-546-0 VOLUME 3: Participants in Mathematics Teacher Education: Individuals, Teams, Communities and Networks Konrad Krainer, University of Klagenfurt, Austria and Terry Wood, Purdue University, West Lafayette, USA (eds.) paperback: 978-90-8790-547-7, hardback: 978-90-8790-548-4, ebook: 978-90-8790-549-1 VOLUME 4: The Mathematics Teacher Educator as a Developing Professional Barbara Jaworski, Loughborough University, UK and Terry Wood, Purdue University, West Lafayette, USA (eds.) paperback: 978-90-8790-550-7, hardback: 978-90-8790-551-4, ebook: 978-90-8790-552-1

  • 48.
    Bergsten, Christer
    et al.
    Linköpings universitet, Utbildningsvetenskap. Linköpings universitet, Matematiska institutionen, Tillämpad matematik.
    Grevholm, BarbroHøgskolen i Agder.
    Mathematics and language: proceedings of MADIF 4 : the 4th Swedish Mathematics Education Research Seminar, Malmö, January 21-22, 20042004Collection/Antologi (Annet vitenskapelig)
    Abstract [en]

     Proceedings of the 4th Swedish Mathematics Education Research Seminar, Malmö 2004 

  • 49.
    Bergsten, Christer
    et al.
    Linköpings universitet, Utbildningsvetenskap. Linköpings universitet, Matematiska institutionen, Tillämpad matematik.
    Grevholm, Barbro
    Realfag Høgskolen i Agder.
    The didactic divide and the education of teachers of mathematics in Sweden2004Inngår i: Nordisk matematikkdidaktikk, ISSN 1104-2176, Vol. 9, nr 2, s. 123-144Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    On a background of tradition versus renewal, a discussion on recent teacher education reforms in Sweden is given. A balance of different aspects of content and a need for research are seen as critical for the formation of mathematics teacher education. A conception of a -didactic divide- between disciplinary and pedagogical knowledge is used as an analytic tool to describe the rationale behind the design of the reforms. Empirical data from student teachers enrolled in the new teacher education programme highlight how the structure and content of the programme contribute to overcoming the divide.

  • 50.
    Bergsten, Christer
    et al.
    Linköpings universitet, Utbildningsvetenskap. Linköpings universitet, Matematiska institutionen, Tillämpad matematik.
    Grevholm, Barbro
    Favilli, Franco
    Learning to teach mathematics: expanding the role of practicum as an integrated part of a teacher education programme2009Inngår i: The professional education and development of teachers of mathematics. The 15th ICMI Study, New York: Springer , 2009, 1, s. 57-70Kapittel i bok, del av antologi (Annet vitenskapelig)
    Abstract [en]

    The premise of the 15th ICMI Study is that teachers are key to students' opportunities to learn mathematics. What teachers of mathematics know, care about, and do is a product of their experiences and socialization, together with the impact of their professional education. The Professional Education and Development of Teachers of Mathematics assembles important new international work- development, research, theory and practice - concerning the professional education of teachers of mathematics. As it examines critical areas to reveal what is known and what significant questions and problems warrant collective attention, the volume also contributes to the strengthening of the international community of mathematics educators. The Professional Education and Development of Teachers of Mathematics is of interest to the mathematics education community as well as to other researchers, practitioners and policy makers concerned with the professional education of teachers.

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