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

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.

Place, publisher, year, edition, pages
Dublin, Ireland: DCU Institute of Education and ERME, 2017
Keyword
Calculus, continuity, differentiability, understanding, representations
National Category
Educational Sciences
Identifiers
urn:nbn:se:hkr:diva-17089 (URN)
Conference
CERME10, 1 – 5 February 2017, Dublin
Available from: 2017-08-14 Created: 2017-08-14 Last updated: 2017-11-01Bibliographically approved
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
Open this publication in new window or tab >>A framework to explore the role of mathematics during physics lessons in upper-secondary school
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]

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.

Place, publisher, year, edition, pages
Dordrecht: Springer Publishing Company, 2016
Series
Contributions from Science Education Research, ISSN 2213-3623 ; 2
Keyword
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)
Funder
Swedish Research Council, 721-2008-484
Available from: 2015-06-01 Created: 2015-05-06 Last updated: 2017-02-16Bibliographically approved
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
Open this publication in new window or tab >>Ett forskningsprojekt om matematikens roll i gymnasiefysiken
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]

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.

Place, publisher, year, edition, pages
Linköping: Linköping University Electronic Press, 2016
National Category
Pedagogy Natural Sciences
Identifiers
urn:nbn:se:hkr:diva-16369 (URN)
Available from: 2016-12-28 Created: 2016-12-28 Last updated: 2016-12-29Bibliographically approved
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
Open this publication in new window or tab >>An attempt to investigate the use of mathematics in physics classrooms
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]

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. 

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
Available from: 2015-08-10 Created: 2015-08-10 Last updated: 2015-11-12Bibliographically approved
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
Open this publication in new window or tab >>Reality - theoretical models - mathematics: a ternary perspective on physics lessons in upper-secondary school
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]

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.

Keyword
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 ()
Available from: 2015-02-10 Created: 2015-02-10 Last updated: 2017-12-04Bibliographically approved
Juter, K. & Olsen, J.-F. (2014). "Just-in-time teaching" in undergraduate mathematics. Nordisk matematikkdidaktikk, 19(2), 77-96
Open this publication in new window or tab >>"Just-in-time teaching" in undergraduate mathematics
2014 (English)In: Nordisk matematikkdidaktikk, ISSN 1104-2176, Vol. 19, no 2, p. 77-96Article in journal (Refereed) 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.

Place, publisher, year, edition, pages
Göteborg: Nationellt centrum för matematikutbildning (NCM), 2014
National Category
Natural Sciences
Identifiers
urn:nbn:se:hkr:diva-12564 (URN)
Available from: 2014-08-14 Created: 2014-08-14 Last updated: 2017-12-05Bibliographically approved
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..
Open this publication in new window or tab >>Relating theoretical models, mathematical representations and the real world in upper-secondary physics
2014 (English)Conference paper, Oral presentation with published abstract (Refereed)
Keyword
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.
Available from: 2014-07-03 Created: 2014-07-03 Last updated: 2016-04-01Bibliographically approved
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
Open this publication in new window or tab >>The role of mathematics in the teaching and learning of physics
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]

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.

Place, publisher, year, edition, pages
Nicosia, Cyprus: European Science Education Research Association, 2014 Edition: Part 2
Keyword
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
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
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
Open this publication in new window or tab >>Limits and infinity: a study of university students’ performance revisited
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
Available from: 2013-01-28 Created: 2013-01-28 Last updated: 2016-04-01Bibliographically approved
Juter, K. (2013). Statistiska begrepp och uttrycksformer. Nämnaren : tidskrift för matematikundervisning (4), 21-26
Open this publication in new window or tab >>Statistiska begrepp och uttrycksformer
2013 (Swedish)In: Nämnaren : tidskrift för matematikundervisning, ISSN 0348-2723, no 4, p. 21-26Article in journal (Other academic) Published
Abstract [sv]

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.

National Category
Educational Sciences Probability Theory and Statistics
Identifiers
urn:nbn:se:hkr:diva-11501 (URN)
Available from: 2013-12-20 Created: 2013-12-20 Last updated: 2017-12-06Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-3613-6132

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