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Defining a non-complex learning object from preschool to upper secondary school
Linnaeus University.
Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Pedagogik. Högskolan Kristianstad, Forskningsmiljön Learning Design (LeaD).
2010 (engelsk)Inngår i: Proceedings of the 4th Interntional Multi-Conference on Society, Cybernetics and Informatics / [ed] Carrasquero, J.V., Holmqvist, M., McEachron, D., Tremante, A. &. Welsch, F., Winter Garden, Fla: International Institute of informatics and Systemics , 2010, s. 18-23Konferansepaper, Publicerat paper (Fagfellevurdert)
Abstract [en]

The aim of this article is to analyse the aspects that teachers intend to focus on in teaching mathematics and the students' needs, i.e. what is critical for student learning. The article develops an argument for the importance of identifying the “critical aspects” as a basis for the teachers to promote student learning of Mathematics from preschool to upper secondary school. The article concludes that what teachers believe that students need to be offered concerning a specific content of Mathematics does not correspond to students' needs. Gaps between the intended and the enacted object of learning show that both the way the object of learning is offered and the way this is communicated in a teaching situation could be improved.

sted, utgiver, år, opplag, sider
Winter Garden, Fla: International Institute of informatics and Systemics , 2010. s. 18-23
Emneord [en]
Mathematics, aspects, critical aspects, variation theory
HSV kategori
Identifikatorer
URN: urn:nbn:se:hkr:diva-10511ISBN: 9781936338054 (tryckt)ISBN: 193633805X (tryckt)OAI: oai:DiVA.org:hkr-10511DiVA, id: diva2:621427
Konferanse
Interntional Multi-Conference on Society, Cybernetics and Informatics
Tilgjengelig fra: 2013-05-14 Laget: 2013-05-14bibliografisk kontrollert

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