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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.
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.
Grades
Three-grade scale, U, G, VGOther information
Course revised 2020-04-02; Dnr LiU-2020-01361Planning 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.
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.
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.