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Linköping University common rules and regulations (in Swedish)
Mathematics (61-75 Credits), 15 credits
Matematik (61-75 hp), 15 hp
9AMA59
Main field of study
MathematicsCourse level
Second cycleCourse type
Programme courseExaminer
Jonas Bergman ÄrlebäckCourse coordinator
Jonas Bergman ÄrlebäckDirector of studies or equivalent
Jesper ThorénECV = Elective / Compulsory / Voluntary
Main field of study
MathematicsCourse level
Second cycleAdvancement level
A1XCourse offered for
- 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.
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 |
|---|---|---|---|
| UPG1 | Exam | 2 credits | U, G |
| STN1 | Written exam | 4 credits | U, G, VG |
| LAB1 | Laboratory work | 2.5 credits | U, G |
| DAT1 | Computer examination | 0.5 credits | U, G, VG |
| LAB2 | Laboratory work | 1.5 credits | U, G |
| DAT2 | Computer examination | 0.5 credits | U, G, VG |
| SRE6 | Oral examination with a written assignment | 1 credits | U, G |
| SRE7 | Skriftlig redovisning, Matematiska modellerings aktiviteter | 3 credits | U, G |
- Blum, W., Galbraith, P., Henn, H., & Niss, M. (Eds.) (2007).
Modelling and applications in mathematics education. The 14th
ICMI study. New York: Springer.
- Frejd, P. (2014). Mathematical modelling in upper secondary
school in Sweden : An exploratory investigation. Doctoral thesis.
Linköping: Linköping University. (sid. 1-34)
- Jablonka, E. (2010). Reflections on mathematical modelling. In
H. Alrø, O. Ravn, & P. Valero (Eds.), Critical mathematics
education: Past, present and future (pp. 89-100). Rotterdam:
Sense Publishers.
- Lesh, R. A., & Doerr, H. M. (2003). Foundations of a models and
modeling perspective on mathematics teaching, learning, and
problem solving. In R. A. Lesh & H. M. Doerr (Eds.), Beyond
constructivism: Models and modeling perspectives on mathematics
problem solving, learning, and teaching (pp. 3–33). Mahwah, NJ:
Lawrence Erlbaum Associates.
- Lesh, R. A., Cramer, K., Doerr, H. M., Post, T., & Zawojewski, J. S.
(2003). Model development sequences. In R. A. Lesh & H. M.
Doerr (Eds.), Beyond constructivism: Models and modeling
perspectives on mathematics problem solving, learning, and
teaching (pp. 35–58). Mahwah, NJ: Lawrence Erlbaum Associates
- Tung, K. (2007). Topics in mathematical modeling. Princeton
university Press. (valda kapitel)
- Ärlebäck, J. B. (2010). Mathematical modelling in upper
secondary mathematics education in Sweden: A curricula and
design study. Doctoral thesis. Linköping: Linköping University.
(sid. 1-75)
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