hkr.sePublikasjoner
Endre søk
Link to record
Permanent link

Direct link
BETA
Publikasjoner (10 av 37) Visa alla publikasjoner
Juter, K. (2018). Frågor om oändlighet. [Åhus]: Kristinas matematik
Åpne denne publikasjonen i ny fane eller vindu >>Frågor om oändlighet
2018 (svensk)Bok (Annet (populærvitenskap, debatt, mm))
sted, utgiver, år, opplag, sider
[Åhus]: Kristinas matematik, 2018. s. 60
HSV kategori
Identifikatorer
urn:nbn:se:hkr:diva-18894 (URN)978-91-639-9687-0 (ISBN)
Tilgjengelig fra: 2018-12-17 Laget: 2018-12-17 Sist oppdatert: 2019-02-15bibliografisk kontrollert
Juter, K. (2017). University students’ understandings of concept relations and preferred representations of continuity and differentiability. In: Dooley, T. & Gueudet, G (Ed.), Proceedings of the Tenth Congress of the European Society for Researchin Mathematics Education (CERME10, February 1 – 5, 2017). Dublin, Ireland: . Paper presented at CERME10, 1 – 5 February 2017, Dublin. Dublin, Ireland: DCU Institute of Education and ERME
Åpne denne publikasjonen i ny fane eller vindu >>University students’ understandings of concept relations and preferred representations of continuity and differentiability
2017 (engelsk)Inngår i: Proceedings of the Tenth Congress of the European Society for Researchin Mathematics Education (CERME10, February 1 – 5, 2017). Dublin, Ireland / [ed] Dooley, T. & Gueudet, G, Dublin, Ireland: DCU Institute of Education and ERME , 2017Konferansepaper, Publicerat paper (Fagfellevurdert)
Abstract [en]

The aim of the study reported in this paper is to investigate how students understand continuity and differentiability during and after a calculus course. The students’ choices of representations, both claimed and acted, were also studied. The study is part of a larger study of four student groups taking a calculus course. 207 students answered a questionnaire during the course and of them, 11 were interviewed after the course (the ones in this paper). Answers in questionnaires and interviews were categorised and compared. All students who preferred formal theoretical representations, and only those students, were able to produce formal proofs. The students’ stated and acted preferencesof representations were quite coherent, with only a few inconsistencies.

sted, utgiver, år, opplag, sider
Dublin, Ireland: DCU Institute of Education and ERME, 2017
Emneord
Calculus, continuity, differentiability, understanding, representations
HSV kategori
Identifikatorer
urn:nbn:se:hkr:diva-17089 (URN)
Konferanse
CERME10, 1 – 5 February 2017, Dublin
Tilgjengelig fra: 2017-08-14 Laget: 2017-08-14 Sist oppdatert: 2017-11-01bibliografisk kontrollert
Redfors, A., Hansson, L., Hansson, Ö. & Juter, K. (2016). A framework to explore the role of mathematics during physics lessons in upper-secondary school. In: N. Papadouris, A. Hadjigeorgiou and C. Constantinou (Ed.), Insights from research in science teaching and learning: selected papers from the ESERA 2013 Conference (pp. 139--151). Dordrecht: Springer Publishing Company
Åpne denne publikasjonen i ny fane eller vindu >>A framework to explore the role of mathematics during physics lessons in upper-secondary school
2016 (engelsk)Inngår i: Insights from research in science teaching and learning: selected papers from the ESERA 2013 Conference / [ed] N. Papadouris, A. Hadjigeorgiou and C. Constantinou, Dordrecht: Springer Publishing Company, 2016, s. 139--151Kapittel i bok, del av antologi (Fagfellevurdert)
Abstract [en]

This chapter discusses a framework for analysing the role of mathematics during physics lessons in upper-secondary school. It takes as a starting point that relations made during physics lessons between Reality, Theoretical models and Mathematics are of the outmost importance. The framework was developed to analyse the communication during physics lessons. It was developed during a pilot study exploring the role of mathematics for physics teaching and learning in upper-secondary school during different kinds of physics lessons (lectures, problem solving and labwork). In the overall project observations have been made in three physics classes (in total 7 lessons) led by one teacher. Here the developed analytical framework is described together with selected results from one class (3 lessons) showing how the framework could be used. This chapter describes and discusses the uses of the framework and shows how results on students and teachers usages of links between the three entities Reality, Theoretical models and Mathematics can be brought to the forefront in an analysis of complex physics teaching situations. And, how the framework can be used to analyse the different organisational forms: lectures, problem solving in groups and labwork.

sted, utgiver, år, opplag, sider
Dordrecht: Springer Publishing Company, 2016
Serie
Contributions from Science Education Research, ISSN 2213-3623 ; 2
Emneord
Mathematics and Physics; Theoretical models; Classroom; Communication; Upper-secondary school
HSV kategori
Identifikatorer
urn:nbn:se:hkr:diva-13856 (URN)978-3-319-20073-6 (ISBN)
Forskningsfinansiär
Swedish Research Council, 721-2008-484
Tilgjengelig fra: 2015-06-01 Laget: 2015-05-06 Sist oppdatert: 2017-02-16bibliografisk kontrollert
Hansson, L., Hansson, Ö., Juter, K. & Redfors, A. (2016). Ett forskningsprojekt om matematikens roll i gymnasiefysiken. NATDID:s skriftserie: Naturvetenskapernas och teknikens didaktik (1), 97-101
Åpne denne publikasjonen i ny fane eller vindu >>Ett forskningsprojekt om matematikens roll i gymnasiefysiken
2016 (svensk)Inngår i: NATDID:s skriftserie: Naturvetenskapernas och teknikens didaktik, nr 1, s. 97-101Artikkel i tidsskrift (Annet (populærvitenskap, debatt, mm)) Published
Abstract [sv]

Matematik är ett viktigt verktyg för fysiken och matematiken sägs varafysikens språk. Tidigare forskning visar dock att elever ägnar mycket tid åt matematisk formelmanipulation medan mindre tid och kraft läggs på att relatera fysikens teoretiska modeller och begrepp till verk- ligheten. Syftet med forskningsprojektet vi beskriver här, är att för- djupa vår förståelse av matematikens roll i fysikundervisningen gene- rellt. Vi studerar därför matematikens roll i såväl problemlösningssitu- ationer som lärarledda genomgångar och laborativa moment. Pro- jektet kommer att ge förutsättningar för en ökad förståelse av matema- tikens roll i olika typer av fysikundervisning och för att identifiera i vilka situationer som kommunikationen visar på att matematiken ut- gör hinder eller möjligheter för fysiklärandet. Genom att identifiera så- dana tillfällen öppnas också möjligheten att arbeta för att bryta oöns- kade och stimulera önskade kommunikationsmönster och förstå hur matematiken kan användas på ett konstruktivt sätt i fysikundervis- ningen. Slutsatserna från projektet kommer därför att kunna användas i lärarutbildning, lärarfortbildning och av läromedelsförfattare, liksom av fysiklärare som vill arbeta för att utveckla sin undervisning.

sted, utgiver, år, opplag, sider
Linköping: Linköping University Electronic Press, 2016
HSV kategori
Identifikatorer
urn:nbn:se:hkr:diva-16369 (URN)
Tilgjengelig fra: 2016-12-28 Laget: 2016-12-28 Sist oppdatert: 2016-12-29bibliografisk kontrollert
Hansson, Ö., Hansson, L., Juter, K. & Redfors, A. (2015). An attempt to investigate the use of mathematics in physics classrooms. In: Kim Beswick, Tracey Muir, Jill Wells (Ed.), Proceedings of the 39th Conference of the International Group for the Psychology of Mathematics Education: . Paper presented at The 39th Conference of the International Group for the Psychology of Mathematics Education (pp. 25-32). , 3
Åpne denne publikasjonen i ny fane eller vindu >>An attempt to investigate the use of mathematics in physics classrooms
2015 (engelsk)Inngår i: Proceedings of the 39th Conference of the International Group for the Psychology of Mathematics Education / [ed] Kim Beswick, Tracey Muir, Jill Wells, 2015, Vol. 3, s. 25-32Konferansepaper, Publicerat paper (Fagfellevurdert)
Abstract [en]

We outline a framework to study the use of mathematics in physics classrooms. The framework focuses on the relations made between Reality, Theoretical models and Mathematics. In this paper the analyses of one teacher and her 3rd year classes at secondary school are presented. The results show that phenomena in reality are often used as a short prelude to put focus on the relationship theoretical model and mathematics. Mathematics is generally used in an instrumental way to handle various formulas without further insight or discussion of the related models or their relation to reality. There is a lack of varied communication with a structural use of mathematics, i.e., mathematics used to support reasoning in relation to a theoretical model, highlighting the meaning of concepts and models in the studied classrooms. 

HSV kategori
Identifikatorer
urn:nbn:se:hkr:diva-14425 (URN)978-1-86295-829-6 (ISBN)
Konferanse
The 39th Conference of the International Group for the Psychology of Mathematics Education
Tilgjengelig fra: 2015-08-10 Laget: 2015-08-10 Sist oppdatert: 2015-11-12bibliografisk kontrollert
Hansson, L., Hansson, Ö., Juter, K. & Redfors, A. (2015). Reality - theoretical models - mathematics: a ternary perspective on physics lessons in upper-secondary school. Science & Education, 24(5-6), 615-644
Åpne denne publikasjonen i ny fane eller vindu >>Reality - theoretical models - mathematics: a ternary perspective on physics lessons in upper-secondary school
2015 (engelsk)Inngår i: Science & Education, ISSN 0926-7220, E-ISSN 1573-1901, Vol. 24, nr 5-6, s. 615-644Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

This article discusses the role of mathematics during physics lessons in upper-secondary school. Mathematics is an inherent part of theoretical models in physics and makes powerful predictions of natural phenomena possible. Ability to use both theoretical models and mathematics is central in physics. This paper takes as a starting point that the relations made during physics lessons between the three entities Reality, Theoretical models and Mathematics are of the outmost importance. A framework has been developed to sustain analyses of the communication during physics lessons. The study described in this article has explored the role of mathematics for physics teaching and learning in upper-secondary school during different kinds of physics lessons (lectures, problem solving and labwork). Observations are from three physics classes (in total 7 lessons) led by one teacher. The developed analytical framework is described together with results from the analysis of the 7 lessons. The results show that there are some relations made by students and teacher between theoretical models and reality, but the bulk of the discussion in the classroom is concerning the relation between theoretical models and mathematics. The results reported on here indicate that this also holds true for all the investigated organisational forms lectures, problem solving in groups and labwork.

Emneord
Physics; Mathematics and Physics; Theoretical models; Classroom; Communication; Upper-secondary school
HSV kategori
Identifikatorer
urn:nbn:se:hkr:diva-13523 (URN)10.1007/s11191-015-9750-1 (DOI)000355450300008 ()
Tilgjengelig fra: 2015-02-10 Laget: 2015-02-10 Sist oppdatert: 2017-12-04bibliografisk kontrollert
Juter, K. & Olsen, J.-F. (2014). "Just-in-time teaching" in undergraduate mathematics. Nordisk matematikkdidaktikk, 19(2), 77-96
Åpne denne publikasjonen i ny fane eller vindu >>"Just-in-time teaching" in undergraduate mathematics
2014 (engelsk)Inngår i: Nordisk matematikkdidaktikk, ISSN 1104-2176, Vol. 19, nr 2, s. 77-96Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

We compared five groups of students to investigate the effects of ”Just-in-time teaching” (JiTT), a method designed to both help students keep up with the often fast pace of undergraduate calculus and to deepen their learning. In total, 137 students participated in the study. The outcome is discussed in terms of conceptual and procedural knowledge in relation to examination and other assessment tasks. We observed an improvement on the assessed items and a shift in study habits.

sted, utgiver, år, opplag, sider
Göteborg: Nationellt centrum för matematikutbildning (NCM), 2014
HSV kategori
Identifikatorer
urn:nbn:se:hkr:diva-12564 (URN)
Tilgjengelig fra: 2014-08-14 Laget: 2014-08-14 Sist oppdatert: 2017-12-05bibliografisk kontrollert
Redfors, A., Hansson, L., Hansson, Ö. & Juter, K. (2014). Relating theoretical models, mathematical representations and the real world in upper-secondary physics. In: : . Paper presented at 2014 GIREP-MPTL conference Teaching and Learning Physics: integrating research into practice, 7-12 July, Palermo, Italy..
Åpne denne publikasjonen i ny fane eller vindu >>Relating theoretical models, mathematical representations and the real world in upper-secondary physics
2014 (engelsk)Konferansepaper, Oral presentation with published abstract (Fagfellevurdert)
Emneord
Physics; Mathematics and Physics; Theoretical models; Classroom; Communication; Upper-secondary school
HSV kategori
Identifikatorer
urn:nbn:se:hkr:diva-12313 (URN)
Konferanse
2014 GIREP-MPTL conference Teaching and Learning Physics: integrating research into practice, 7-12 July, Palermo, Italy.
Tilgjengelig fra: 2014-07-03 Laget: 2014-07-03 Sist oppdatert: 2016-04-01bibliografisk kontrollert
Redfors, A., Hansson, L., Hansson, Ö. & Juter, K. (2014). The role of mathematics in the teaching and learning of physics (Part 2ed.). In: C. P. Constantinou, N. Papadouris & A. Hadjigeorgiou (Ed.), Ebook proceedings of the ESERA 2013 conference: . Paper presented at The ESERA 2013 conference (pp. 376-383). Nicosia, Cyprus: European Science Education Research Association
Åpne denne publikasjonen i ny fane eller vindu >>The role of mathematics in the teaching and learning of physics
2014 (engelsk)Inngår i: Ebook proceedings of the ESERA 2013 conference, Nicosia, Cyprus: European Science Education Research Association , 2014, Part 2, s. 376-383Konferansepaper, Publicerat paper (Fagfellevurdert)
Abstract [en]

This paper discusses the role of mathematics in physics teaching andlearning. The intention and strength of science is to describe what happens in the realworld by organizing explanations through theories and theoretical models. It has beenwidely suggested that learning in science is influenced by views about the nature ofscientific knowledge. Furthermore, mathematics is an inherent part of theories andmakes powerful predictions of natural phenomena possible. Ability to use mathematicsto argue and prove results is central in physics. Students have been found tostruggle with physics problems where they need to relate mathematically formulatedtheoretical models to the real world. This project has explored the role of mathematicsfor physics teaching and learning in upper-secondary school through investigations ofrelations made during physics lessons (lectures, problem solving and lab-work)between The real world – Theoretical models – Mathematics. A preliminary analysisindicate that there are some connections made by students and teacher betweentheories and the real world, but the bulk of the discussion in the classroom is concerningthe relation between theoretical models and mathematics, which is in linewith earlier research on problem solving. The preliminary results reported on hereindicate that this also holds true for all the investigated organisational forms lectures,problem solving in groups and lab-work. A finalized and extended analysis will bepublished elsewhere.

sted, utgiver, år, opplag, sider
Nicosia, Cyprus: European Science Education Research Association, 2014 Opplag: Part 2
Emneord
Mathematics, Physics, models
HSV kategori
Identifikatorer
urn:nbn:se:hkr:diva-11917 (URN)978-9963-700-77-6 (ISBN)
Konferanse
The ESERA 2013 conference
Prosjekter
The Role of Mathematics for Physics Teaching and Learning in Upper-­secondary school
Forskningsfinansiär
Swedish Research Council
Tilgjengelig fra: 2014-04-04 Laget: 2014-04-04 Sist oppdatert: 2016-04-01bibliografisk kontrollert
Juter, K. & Grevholm, B. (2013). Limits and infinity: a study of university students’ performance revisited. In: B. Grevholm, P. S. Hunderland, K. Juter, K Kislenko & P. E. Persson (Ed.), Grevholm,. Barbro, Hundeland, Per Sigurd, Juter, Kristina, Kislenko, Kirsti, Persspn, Per-Eskil, (Ed.), Nordic research in didactics of mathematics: Past, present and future: . Paper presented at Nordic research in didactics of mathematics (pp. 282-298). Paper presented at Nordic research in didactics of mathematics. Oslo: Cappelen Damm
Åpne denne publikasjonen i ny fane eller vindu >>Limits and infinity: a study of university students’ performance revisited
2013 (engelsk)Inngår i: Nordic research in didactics of mathematics: Past, present and future / [ed] B. Grevholm, P. S. Hunderland, K. Juter, K Kislenko & P. E. Persson, Oslo: Cappelen Damm , 2013, s. 282-298Kapittel i bok, del av antologi (Fagfellevurdert)
sted, utgiver, år, opplag, sider
Oslo: Cappelen Damm, 2013
HSV kategori
Identifikatorer
urn:nbn:se:hkr:diva-10103 (URN)978-82-02-39348-9 (ISBN)
Konferanse
Nordic research in didactics of mathematics
Tilgjengelig fra: 2013-01-28 Laget: 2013-01-28 Sist oppdatert: 2016-04-01bibliografisk kontrollert
Organisasjoner
Identifikatorer
ORCID-id: ORCID iD iconorcid.org/0000-0002-3613-6132