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Bridging the gap between theory and practice by the use of iterative processes
Department of Pedagogical Curricular and professional Studies, University of Gothenburg. (Forskningsmiljön Learning Design (LeaD))
Department of Computer Science, Physics and Mathematics, Linnaeus University.
2013 (English)In: Journal of Education and Learning, ISSN 1927-5250, Vol. 2, no 1, 230-239 p.Article in journal (Refereed) Published
Abstract [en]

The aim of this study is to study learning the positional ten base notation by the increase of students’ test scores during the learning study process. Five teachers, one researcher and 53 students participated. Three research lessons in three different groups of students were conducted. The improvement in the third lesson (C) correlates with the more developed theoretical based assumptions the design is made, which resulted in a pattern of variation that stronger pointed out the aspect needed to discern to understand the object of learning in a new and more developed way. The differences in the third research lesson (C) was significant** p=0.005 while the differences in research lessons A and B were not significant.

Place, publisher, year, edition, pages
2013. Vol. 2, no 1, 230-239 p.
Keyword [en]
base 10 positional notation, compulsory school instruction, action research, learning study, teacher development
National Category
Pedagogy
Identifiers
URN: urn:nbn:se:hkr:diva-10432DOI: 10.5539/jel.v2n1p230OAI: oai:DiVA.org:hkr-10432DiVA: diva2:617706
Available from: 2013-04-24 Created: 2013-04-24 Last updated: 2013-04-24Bibliographically approved

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Holmqvist Olander, Mona
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CiteExportLink to record
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Citation style
  • apa
  • harvard1
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