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Linköping University common rules and regulations (in Swedish)
Mathematics: Mathematics Education 2, 5 credits
Matematik: Matematikdidaktik 2, 5 hp
91MA33
Main field of study
MathematicsCourse level
First cycleCourse type
Programme courseExaminer
Peter FrejdCourse coordinator
Peter FrejdDirector of studies or equivalent
Jesper ThorénECV = Elective / Compulsory / Voluntary
| Course offered for | Semester | Weeks | Language | Campus | ECV | |
|---|---|---|---|---|---|---|
| L1AGY | Secondary School Teacher Programme - Upper-Secondary, School Subject Mathematics, 300 Credits (Subjcet: Mathematics) | 2 (Spring 2020) | 202004-202023 | Swedish | Linköping, Valla | C |
Main field of study
MathematicsCourse level
First cycleAdvancement level
G1XCourse offered for
- Secondary School Teacher Programme with a specialization in Teaching in the Upper-Secondary School
Entry requirements
-
Examination
Applies to all courses regardless of grading scale.
- Students failing an exam covering either the entire course or part of the course two times are entitled to have a new examiner appointed for the reexamination.
If the course has a three-graded grading scale (U - VG), following applies:
- Students who have passed an examination may not retake it in order to improve their grades.
The following applies to courses that include a compulsory component:
- If special circumstances prevail, and if it is possible with consideration of the nature of the compulsory component, the examiner may decide to replace the compulsory component with another equivalent component.
If the LiU coordinator for students with disabilities has granted a student the right to an adapted examination for a written examination in an examination hall, the student has the right to it. If the coordinator has instead recommended for the student an adapted examination or alternative form of examination, the examiner may grant this if the examiner assesses that it is possible, based on consideration of the course objectives.
Grades
Three-grade scale, U, G, VGOther information
Planning and implementation of a course must take its starting point in the wording of the syllabus. The course evaluation included in each course must therefore take up the question how well the course agrees with the syllabus.
The course is carried out in such a way that both men´s and women´s experience and knowledge is made visible and developed.
Department
Matematiska institutionen| Code | Name | Scope | Grading scale |
|---|---|---|---|
| MRE2 | Oral presentation | 1 credits | U, G |
| MRE1 | Oral presentation | 1 credits | U, G |
| SRE2 | Written presentation | 2 credits | U, G, VG |
| SRE1 | Written presentation | 1 credits | U, G, VG |
- Adler, J. (1998). A language of teaching dilemmas: Unlocking the complex multilingual secondary mathematics classroom. For the Learning of Mathematics, (24-33)
- Bergsten, C. m. fl (1997). Algebra för alla. Nämnaren Tema. Göteborg: NCM.
- Bergsten, C. (2006). Euklides i nya kläder - om dynamiska geometriprogram. Svenska Matematikersamfundets medlemsutskick, maj.
- Björklund Boistrup, L. (2010) Assessment Discourses in Mathematics Classrooms (Doktorsavhandling):Stockholms universitet.
- Blomhøj, M. (2000). Villkor för lärande i en datorbaserad matematikundervisning. I B. Grevholm (red.), Matematikdidaktik Ett nordiskt perspektiv (ss. 185-218). Lund. Studentlitteratur.
- Boaler, J. (2011). Elefanten i klassrummet - att hjälpa elever till ett lustfyllt lärande i matematik. Stockholm: Liber AB
- Dowling, P. (1996). A sociological analysis of school mathematics texts. Educational Studies in Mathematics, 31, 389-415.
- Englund, Tor, Pettersson, Astrid, Tambour, Torbjörn (red) (2007). Matematikdidaktiska texter del 2 Beprövad erfarenhet och vetenskaplig grund. Institutionen för undervisningsprocesser, kommunikation och lärande, Lärarhögskolan i Stockholm.
- Hagland, K., Hedrén, R., & Taflin, E. (2005). Rika matematiska problem - inspiration till variation. Stockholm: Liber.
- Hansson, Å. (2011). Ansvar för matematiklärande: effekter av undervisningsansvar i det flerspråkiga klassrummet. (Doktorsavhandling) Göteborg: Göteborgs universitet.
- Jablonka, E. (2003). Mathematical literacy. I A. Bishop et al (red.), Second international handbook of mathematics education, Part one (ss. 75-102). Dordrecht: Kluwer.
- MSU (2008). Mer än matematik- om språkliga dimensioner i matematikuppgifter. Stockholm.
- Noren, E. (2007) Tvåspråkig matematikundervisning. Nämnaren, (4).
- Olteanu, C. (2003) Algebra – Viktigt men svårt. Nämnaren, (3).
- Persson, I. O. (2007). Om negativa tal. Nämnaren, (2).
- Persson, I. O. (2007). Två tänkbara modeller för undervisning om negativa tal. Nämnaren, (3).
- Petersson, J. (2012). Rare mathematics - a needle eye for teachers of second language learners. In G. H. Gunnarsdóttir, F. Greinsdóttir, G. Pálsdóttir, M. Hannula, M. Hannula-Sormunnen, E. Jablonka, U. T. Jankvist, A. Ryve, P. Valero, K. Waege (Eds.), Proceedings of Norma 11, the 6th Nordic conference on mathematics education. (pp. 483-492).
- Pettersson, A. (1997). Analys av elevernas arbeten med mer omfattande matematikuppgifter i år 9. Stockholm: PRIM-gruppen, Lärarhögskolan i Stockholm.
- Skolverket (2004). Likvärdig bedömning och betygsättning (s. 47-63), Skolverkets allmänna råd 2004, Skolverket.
- Skolverket (2011). Läroplan för grundskolan, förskoleklassen och fritidshemmet 2011. Stockholm. Kursplanen för matematik.
- Skolverket. (2011) Kunskapsbedömning i skolan praxis, begrepp, problem och möjligheter. Stockholm: Skolverket.
- Skolverket (2012). Kommentarmaterial till kunskapskraven i matematik. Stockholm.
- Skott, J. m.fl. (2010) Matematik för lärare Delta didaktik. Malmö: Gleerups
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