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Juter, Kristinaorcid.org/0000-0002-3613-6132

Open this publication in new window or tab >>University students’ understandings of concept relations and preferred representations of continuity and differentiability### Juter, Kristina

PrimeFaces.cw("AccordionPanel","widget_formSmash_j_idt184_0_j_idt188_some",{id:"formSmash:j_idt184:0:j_idt188:some",widgetVar:"widget_formSmash_j_idt184_0_j_idt188_some",multiple:true}); PrimeFaces.cw("AccordionPanel","widget_formSmash_j_idt184_0_j_idt188_otherAuthors",{id:"formSmash:j_idt184:0:j_idt188:otherAuthors",widgetVar:"widget_formSmash_j_idt184_0_j_idt188_otherAuthors",multiple:true}); 2017 (English)In: 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 , 2017Conference paper, Published paper (Refereed)
##### Abstract [en]

##### Place, publisher, year, edition, pages

Dublin, Ireland: DCU Institute of Education and ERME, 2017
##### Keywords

Calculus, continuity, differentiability, understanding, representations
##### National Category

Educational Sciences
##### Identifiers

urn:nbn:se:hkr:diva-17089 (URN)
##### Conference

CERME10, 1 – 5 February 2017, Dublin
#####

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Available from: 2017-08-14 Created: 2017-08-14 Last updated: 2017-11-01Bibliographically approved

Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).

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.

Open this publication in new window or tab >>A framework to explore the role of mathematics during physics lessons in upper-secondary school### Redfors, Andreas

### Hansson, Lena

### Hansson, Örjan

Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).### Juter, Kristina

Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).PrimeFaces.cw("AccordionPanel","widget_formSmash_j_idt184_1_j_idt188_some",{id:"formSmash:j_idt184:1:j_idt188:some",widgetVar:"widget_formSmash_j_idt184_1_j_idt188_some",multiple:true}); PrimeFaces.cw("AccordionPanel","widget_formSmash_j_idt184_1_j_idt188_otherAuthors",{id:"formSmash:j_idt184:1:j_idt188:otherAuthors",widgetVar:"widget_formSmash_j_idt184_1_j_idt188_otherAuthors",multiple:true}); 2016 (English)In: 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, p. 139--151Chapter in book (Refereed)
##### Abstract [en]

##### Place, publisher, year, edition, pages

Dordrecht: Springer Publishing Company, 2016
##### Series

Contributions from Science Education Research, ISSN 2213-3623 ; 2
##### Keywords

Mathematics and Physics; Theoretical models; Classroom; Communication; Upper-secondary school
##### National Category

Didactics
##### Identifiers

urn:nbn:se:hkr:diva-13856 (URN)978-3-319-20073-6 (ISBN)
#####

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##### Funder

Swedish Research Council, 721-2008-484
Available from: 2015-06-01 Created: 2015-05-06 Last updated: 2017-02-16Bibliographically approved

Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).

Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).

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.

Open this publication in new window or tab >>Ett forskningsprojekt om matematikens roll i gymnasiefysiken### Hansson, Lena

### Hansson, Örjan

### Juter, Kristina

Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).### Redfors, Andreas

Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).PrimeFaces.cw("AccordionPanel","widget_formSmash_j_idt184_2_j_idt188_some",{id:"formSmash:j_idt184:2:j_idt188:some",widgetVar:"widget_formSmash_j_idt184_2_j_idt188_some",multiple:true}); PrimeFaces.cw("AccordionPanel","widget_formSmash_j_idt184_2_j_idt188_otherAuthors",{id:"formSmash:j_idt184:2:j_idt188:otherAuthors",widgetVar:"widget_formSmash_j_idt184_2_j_idt188_otherAuthors",multiple:true}); 2016 (Swedish)In: NATDID:s skriftserie: Naturvetenskapernas och teknikens didaktik, no 1, p. 97-101Article in journal (Other (popular science, discussion, etc.)) Published
##### Abstract [sv]

##### Place, publisher, year, edition, pages

Linköping: Linköping University Electronic Press, 2016
##### National Category

Pedagogy Natural Sciences
##### Identifiers

urn:nbn:se:hkr:diva-16369 (URN)
#####

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Available from: 2016-12-28 Created: 2016-12-28 Last updated: 2016-12-29Bibliographically approved

Kristianstad University, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap.

Kristianstad University, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap.

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.

Open this publication in new window or tab >>An attempt to investigate the use of mathematics in physics classrooms### Hansson, Örjan

### Hansson, Lena

Kristianstad University, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap.### Juter, Kristina

Kristianstad University, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap.### Redfors, Andreas

Kristianstad University, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap.PrimeFaces.cw("AccordionPanel","widget_formSmash_j_idt184_3_j_idt188_some",{id:"formSmash:j_idt184:3:j_idt188:some",widgetVar:"widget_formSmash_j_idt184_3_j_idt188_some",multiple:true}); PrimeFaces.cw("AccordionPanel","widget_formSmash_j_idt184_3_j_idt188_otherAuthors",{id:"formSmash:j_idt184:3:j_idt188:otherAuthors",widgetVar:"widget_formSmash_j_idt184_3_j_idt188_otherAuthors",multiple:true}); 2015 (English)In: 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, p. 25-32Conference paper, Published paper (Refereed)
##### Abstract [en]

##### National Category

Educational Sciences
##### Identifiers

urn:nbn:se:hkr:diva-14425 (URN)978-1-86295-829-6 (ISBN)
##### Conference

The 39th Conference of the International Group for the Psychology of Mathematics Education
#####

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Available from: 2015-08-10 Created: 2015-08-10 Last updated: 2015-11-12Bibliographically approved

Kristianstad University, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap.

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.

Open this publication in new window or tab >>Reality - theoretical models - mathematics: a ternary perspective on physics lessons in upper-secondary school### Hansson, Lena

Kristianstad University, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap.### Hansson, Örjan

Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).### Juter, Kristina

Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).### Redfors, Andreas

Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).PrimeFaces.cw("AccordionPanel","widget_formSmash_j_idt184_4_j_idt188_some",{id:"formSmash:j_idt184:4:j_idt188:some",widgetVar:"widget_formSmash_j_idt184_4_j_idt188_some",multiple:true}); PrimeFaces.cw("AccordionPanel","widget_formSmash_j_idt184_4_j_idt188_otherAuthors",{id:"formSmash:j_idt184:4:j_idt188:otherAuthors",widgetVar:"widget_formSmash_j_idt184_4_j_idt188_otherAuthors",multiple:true}); 2015 (English)In: Science & Education, ISSN 0926-7220, E-ISSN 1573-1901, Vol. 24, no 5-6, p. 615-644Article in journal (Refereed) Published
##### Abstract [en]

##### Keywords

Physics; Mathematics and Physics; Theoretical models; Classroom; Communication; Upper-secondary school
##### National Category

Other Natural Sciences Didactics
##### Identifiers

urn:nbn:se:hkr:diva-13523 (URN)10.1007/s11191-015-9750-1 (DOI)000355450300008 ()
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Available from: 2015-02-10 Created: 2015-02-10 Last updated: 2017-12-04Bibliographically approved

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.

Open this publication in new window or tab >>"Just-in-time teaching" in undergraduate mathematics### Juter, Kristina

Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).### Olsen, Jan-Fredrik

PrimeFaces.cw("AccordionPanel","widget_formSmash_j_idt184_5_j_idt188_some",{id:"formSmash:j_idt184:5:j_idt188:some",widgetVar:"widget_formSmash_j_idt184_5_j_idt188_some",multiple:true}); PrimeFaces.cw("AccordionPanel","widget_formSmash_j_idt184_5_j_idt188_otherAuthors",{id:"formSmash:j_idt184:5:j_idt188:otherAuthors",widgetVar:"widget_formSmash_j_idt184_5_j_idt188_otherAuthors",multiple:true}); 2014 (English)In: Nordisk matematikkdidaktikk, ISSN 1104-2176, Vol. 19, no 2, p. 77-96Article in journal (Refereed) Published
##### Abstract [en]

##### Place, publisher, year, edition, pages

Göteborg: Nationellt centrum för matematikutbildning (NCM), 2014
##### National Category

Natural Sciences
##### Identifiers

urn:nbn:se:hkr:diva-12564 (URN)
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Available from: 2014-08-14 Created: 2014-08-14 Last updated: 2017-12-05Bibliographically approved

Lunds universitet.

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.

Open this publication in new window or tab >>Relating theoretical models, mathematical representations and the real world in upper-secondary physics### Redfors, Andreas

Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).### Hansson, Lena

Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).### Hansson, Örjan

Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).### Juter, Kristina

Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).PrimeFaces.cw("AccordionPanel","widget_formSmash_j_idt184_6_j_idt188_some",{id:"formSmash:j_idt184:6:j_idt188:some",widgetVar:"widget_formSmash_j_idt184_6_j_idt188_some",multiple:true}); PrimeFaces.cw("AccordionPanel","widget_formSmash_j_idt184_6_j_idt188_otherAuthors",{id:"formSmash:j_idt184:6:j_idt188:otherAuthors",widgetVar:"widget_formSmash_j_idt184_6_j_idt188_otherAuthors",multiple:true}); 2014 (English)Conference paper, Oral presentation with published abstract (Refereed)
##### Keywords

Physics; Mathematics and Physics; Theoretical models; Classroom; Communication; Upper-secondary school
##### National Category

Didactics Other Physics Topics
##### Identifiers

urn:nbn:se:hkr:diva-12313 (URN)
##### Conference

2014 GIREP-MPTL conference Teaching and Learning Physics: integrating research into practice, 7-12 July, Palermo, Italy.
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Available from: 2014-07-03 Created: 2014-07-03 Last updated: 2016-04-01Bibliographically approved

Open this publication in new window or tab >>The role of mathematics in the teaching and learning of physics### Redfors, Andreas

Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).### Hansson, Lena

Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).### Hansson, Örjan

Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).### Juter, Kristina

Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).PrimeFaces.cw("AccordionPanel","widget_formSmash_j_idt184_7_j_idt188_some",{id:"formSmash:j_idt184:7:j_idt188:some",widgetVar:"widget_formSmash_j_idt184_7_j_idt188_some",multiple:true}); PrimeFaces.cw("AccordionPanel","widget_formSmash_j_idt184_7_j_idt188_otherAuthors",{id:"formSmash:j_idt184:7:j_idt188:otherAuthors",widgetVar:"widget_formSmash_j_idt184_7_j_idt188_otherAuthors",multiple:true}); 2014 (English)In: Ebook proceedings of the ESERA 2013 conference, Nicosia, Cyprus: European Science Education Research Association , 2014, Part 2, p. 376-383Conference paper, Published paper (Refereed)
##### Abstract [en]

##### Place, publisher, year, edition, pages

Nicosia, Cyprus: European Science Education Research Association, 2014 Edition: Part 2
##### Keywords

Mathematics, Physics, models
##### National Category

Didactics
##### Identifiers

urn:nbn:se:hkr:diva-11917 (URN)978-9963-700-77-6 (ISBN)
##### Conference

The ESERA 2013 conference
#####

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##### Projects

The Role of Mathematics for Physics Teaching and Learning in Upper-secondary school
##### Funder

Swedish Research Council
Available from: 2014-04-04 Created: 2014-04-04 Last updated: 2016-04-01Bibliographically approved

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.

Open this publication in new window or tab >>Limits and infinity: a study of university students’ performance revisited### Juter, Kristina

### Grevholm, Barbro

PrimeFaces.cw("AccordionPanel","widget_formSmash_j_idt184_8_j_idt188_some",{id:"formSmash:j_idt184:8:j_idt188:some",widgetVar:"widget_formSmash_j_idt184_8_j_idt188_some",multiple:true}); PrimeFaces.cw("AccordionPanel","widget_formSmash_j_idt184_8_j_idt188_otherAuthors",{id:"formSmash:j_idt184:8:j_idt188:otherAuthors",widgetVar:"widget_formSmash_j_idt184_8_j_idt188_otherAuthors",multiple:true}); 2013 (English)In: 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, p. 282-298Chapter in book (Refereed)
##### Place, publisher, year, edition, pages

Oslo: Cappelen Damm, 2013
##### National Category

Educational Sciences
##### Identifiers

urn:nbn:se:hkr:diva-10103 (URN)978-82-02-39348-9 (ISBN)
##### Conference

Nordic research in didactics of mathematics
#####

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Available from: 2013-01-28 Created: 2013-01-28 Last updated: 2016-04-01Bibliographically approved

Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap. Kristianstad University, Forskningsmiljön Learning in Science and Mathematics (LISMA).

Open this publication in new window or tab >>Statistiska begrepp och uttrycksformer### Juter, Kristina

PrimeFaces.cw("AccordionPanel","widget_formSmash_j_idt184_9_j_idt188_some",{id:"formSmash:j_idt184:9:j_idt188:some",widgetVar:"widget_formSmash_j_idt184_9_j_idt188_some",multiple:true}); PrimeFaces.cw("AccordionPanel","widget_formSmash_j_idt184_9_j_idt188_otherAuthors",{id:"formSmash:j_idt184:9:j_idt188:otherAuthors",widgetVar:"widget_formSmash_j_idt184_9_j_idt188_otherAuthors",multiple:true}); 2013 (Swedish)In: Nämnaren : tidskrift för matematikundervisning, ISSN 0348-2723, no 4, p. 21-26Article in journal (Other academic) Published
##### Abstract [sv]

##### National Category

Educational Sciences Probability Theory and Statistics
##### Identifiers

urn:nbn:se:hkr:diva-11501 (URN)
#####

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Available from: 2013-12-20 Created: 2013-12-20 Last updated: 2017-12-06Bibliographically approved

Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap. Kristianstad University, Forskningsmiljön Learning in Science and Mathematics (LISMA).

Statistik är ett matematikinnehåll som inbjuder till såväl tematiskt arbete som ämnesintegrerat. Redan i statistikens historiska barndom insåg man vikten av presentationen. I den här artikeln som främst riktas till åk 4-6 diskuteras olika uttrycksformer i undervisningen om statistik.