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Linköping University common rules and regulations (in Swedish)
Mathematics: Mathematics Education 1, 5.5 credits
Matematik: Matematikdidaktik 1, 5.5 hp
92MA16
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
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
- Secondary School Teacher Programme with a specialization in Teaching in Grades 7-9 of the Compulsory School
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.
If the course is a VfU course, the following applies:
- Examination of applied social and didactic abilities is limited to three (3) occasions.
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 |
|---|---|---|---|
| MRE1 | Examination | 1 credits | U, G |
| SRE2 | Examination | 1.5 credits | U, G, VG |
| SRE1 | Examination | 3 credits | U, G |
Course literature is preliminary.
Bergsten, C. m. fl (1997). Algebra för alla. Nämnaren Tema.
Göteborg: NCM
Brandell, G., & Pettersson, A. (Red.). (2011)
Matematikundervisning. Vetenskapliga perspektiv. Stockholm:
Stockholms universitets förlag
Gustafsson, L. & Mouwitz, L. (2002). Vuxna och matematik - ett
livsviktigt ämne. Göteborg: NCM.
Jablonka, E. (2009). Mathematics for all: why? what? when? In C.
Winsløw (Ed.), Nordic research in mathematics education.
Proceedings from NORMA08 in Copenhagen, April 21 - April 25,
2008. (pp. 293-306). Rotterdam: Sense Publishers.
James, M. C., & Willoughby, S. (2011). Listening to student
conversations during clicker questions: What you have not heard
might surprise you! American Journal of Physics, 79(1), 123.
Niss, M. (1994). Mathematics in society. In R. Biehler et al. (Eds.),
Didactics of mathematics as a scientific discipline (pp. 367-378).
Dordrecht: Kluwer.
Skolverkets kursplaner och betygskriterier i matematik.
Smith, M. K., Wood, W. B., Adams, W. K., Wieman, C., Knight, J.
K., Guild, N., & Su, T. T. (2009). Why peer discussion improves
student performance on in‐class concept questions. Science,
323(5910), 122–4.
Wieman, C. et al. (2009). Clicker Resource Guide: An Instructor’s
Guide to the Effective Use of Personal Response Systems
(Clickers) in Teaching.
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