hkr.sePublications
Change search
Refine search result
1 - 9 of 9
CiteExportLink to result list
Permanent link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Rows per page
  • 5
  • 10
  • 20
  • 50
  • 100
  • 250
Sort
  • Standard (Relevance)
  • Author A-Ö
  • Author Ö-A
  • Title A-Ö
  • Title Ö-A
  • Publication type A-Ö
  • Publication type Ö-A
  • Issued (Oldest first)
  • Issued (Newest first)
  • Created (Oldest first)
  • Created (Newest first)
  • Last updated (Oldest first)
  • Last updated (Newest first)
  • Disputation date (earliest first)
  • Disputation date (latest first)
  • Standard (Relevance)
  • Author A-Ö
  • Author Ö-A
  • Title A-Ö
  • Title Ö-A
  • Publication type A-Ö
  • Publication type Ö-A
  • Issued (Oldest first)
  • Issued (Newest first)
  • Created (Oldest first)
  • Created (Newest first)
  • Last updated (Oldest first)
  • Last updated (Newest first)
  • Disputation date (earliest first)
  • Disputation date (latest first)
Select
The maximal number of hits you can export is 250. When you want to export more records please use the Create feeds function.
  • 1.
    Ebbelind, Andreas
    et al.
    Linnaeus University.
    Segerby, Cecilia
    Malmö University.
    Systemic functional linguistics as a methodological tool in mathematics education2015In: Nordisk matematikkdidaktikk, NOMAD: [Nordic Studies in Mathematics Education], ISSN 1104-2176, ISSN 1104-2176, Vol. 20, no 1, p. 33-54Article in journal (Refereed)
    Abstract [en]

    The aim of this article is to illustrate how Systemic functional linguistics (SFL) can be used as methodological tool for analysing the meaning of texts from two different studies. An analysis using SFL provides insights into how different concepts of mathematical literacy operate in the text. SFL considers language to be a resource used for expressing meaning in specific contexts that accomplishes specific communication purposes. Therefore, SFL contains opportunities for highlighting different aspects of mathematics education which are of interest to researchers. In Sweden, the SFL approach has been used in other research areas but references to it in mathematics education research have been limited.

  • 2.
    Grevholm, Barbro
    University of Agder.
    Continued activities for the Nordic Graduate School2006In: Nordisk matematikkdidaktikk, ISSN 1104-2176, Vol. 11, no 3, p. 85-88Article in journal (Other academic)
  • 3.
    Grevholm, Barbro
    University of Agder.
    Future activities in the Nordic graduate school in mathematics education network?2009In: Nordisk matematikkdidaktikk, ISSN 1104-2176, Vol. 14, no 3, p. 85-92Article in journal (Other academic)
  • 4.
    Grevholm, Barbro
    University of Agder.
    Research education activities in the Nordic graduate school in mathematics education2009In: Nordisk matematikkdidaktikk, ISSN 1104-2176, Vol. 14, no 2, p. 85-90Article in journal (Other academic)
  • 5.
    Grevholm, Barbro
    University of Agder.
    The Nordic Graduate School into its fourth year of activities2006In: Nordisk matematikkdidaktikk, ISSN 1104-2176, Vol. 11, no 4, p. 137-141Article in journal (Other academic)
  • 6.
    Juter, Kristina
    Kristianstad University, School of Teacher Education.
    Development of students' concept images in analysis2009In: Nordisk matematikkdidaktikk, ISSN 1104-2176, Vol. 14, no 4, p. 65-87Article in journal (Refereed)
    Abstract [en]

    Students’ pre-knowledge and conceptual development in analysis were investigated at a teacher education program to reveal what pre-knowledge endured and how the students perceived the concepts a year after the course had ended. Questionnaires and interviews were used to collect data. Two students’ results are presented in more detail in the article. The study was cognitively framed with the influence of situated theories to take as many aspects of concept development into account as possible. The students showed numerous connections between concepts, but they were often unable to discern valid links from invalid links. The perceived richness from many connections causes unjustifiably strong self-confidence which prevents further work with the concept. A tool for classification of the students’ connections between concepts resulted from the analysis.

  • 7.
    Juter, Kristina
    Kristianstad University College, Department of Mathematics and Science.
    Limits of functions: traces of students' concept images2005In: Nordisk matematikkdidaktikk, ISSN 1104-2176, Vol. 10, no 3-4, p. 65-82Article in journal (Refereed)
    Abstract [en]

    Students at a Swedish university were subjects in a study about learning limits of functions. The students' perceptions were investigated in terms of traces of concept images through interviews and problem solving. The results imply that most students' foundations were not sufficiently strong for them to understand the concept of limit well enough to be able to form coherent concept images. The traces of the students' concept images reveal confusion about different features of the limit concept.

  • 8.
    Juter, Kristina
    Kristianstad University, Faculty of Education, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, Faculty of Education, Avdelningen för matematik- och naturvetenskapernas didaktik.
    University students’general and specific beliefs about infinity, division by zero and denseness ofthe number line2019In: Nordisk matematikkdidaktikk, NOMAD: [Nordic Studies in Mathematics Education], ISSN 1104-2176, Vol. 24, no 2, p. 69-88Article in journal (Refereed)
  • 9.
    Juter, Kristina
    et al.
    Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    Olsen, Jan-Fredrik
    Lunds universitet.
    "Just-in-time teaching" in undergraduate mathematics2014In: Nordisk matematikkdidaktikk, ISSN 1104-2176, Vol. 19, no 2, p. 77-96Article in journal (Refereed)
    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.

1 - 9 of 9
CiteExportLink to result list
Permanent link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf