Mathematics: Mathematics Education 2, 5 credits

Matematik: Matematikdidaktik 2, 5 hp


Main field of study


Course level

First cycle

Course type

Programme course


Peter Frejd

Course coordinator

Peter Frejd

Director of studies or equivalent

Jesper Thorén
ECV = 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 2023) 202304-202323 Swedish Linköping, Valla E

Main field of study


Course level

First cycle

Advancement level


Course offered for

  • Secondary School Teacher Programme with a specialization in Teaching in the Upper-Secondary School


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 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.  

An examiner may also decide that an adapted examination or alternative form of examination if the examiner assessed that special circumstances prevail, and the examiner assesses that it is possible while maintaining the objectives of the course.


Three-grade scale, U, G, VG

Other information

Course revised 2020-04-02; Dnr LiU-2020-01361

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.

If special circumstances prevail, the vice-chancellor may in a special decision specify the preconditions for temporary deviations from this course syllabus, and delegate the right to take such decisions.

About teaching and examination language

The teaching language is presented in the Overview tab for each course. The examination language relates to the teaching language as follows: 

  • If teaching language is Swedish, the course as a whole or in large parts, is taught in Swedish. Please note that although teaching language is Swedish, parts of the course could be given in English. Examination language is Swedish.
  • If teaching language is Swedish/English, the course as a whole will be taught in English if students without prior knowledge of the Swedish language participate. Examination language is Swedish or English (depending on teaching language).
  • If teaching language is English, the course as a whole is taught in English. Examination language is English.


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

This tab contains public material from the course room in Lisam. The information published here is not legally binding, such material can be found under the other tabs on this page.

There are no files available for this course.