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Radić, Mirko
Alternative names
Publications (9 of 9) Show all publications
Attorps, I., Björk, K. & Radic, M. (2016). Generating the patterns of variation with GeoGebra: the case of polynomial approximations. International journal of mathematical education in science and technology, 47(1), 45-57
Open this publication in new window or tab >>Generating the patterns of variation with GeoGebra: the case of polynomial approximations
2016 (English)In: International journal of mathematical education in science and technology, ISSN 0020-739X, E-ISSN 1464-5211, Vol. 47, no 1, p. 45-57Article in journal (Refereed) Published
Abstract [en]

In this paper, we report a teaching experiment regarding the theory of polynomial approximations at the university mathematics teaching in Sweden. The experiment was designed by applying Variation theory and by using the free dynamic mathematics software GeoGebra. The aim of this study was to investigate if the technology-assisted teaching of Taylor polynomials compared with traditional way of work at the university level can support the teaching and learning of mathematical concepts and ideas. An engineering student group (n = 19) was taught Taylor polynomials with the assistance of GeoGebra while a control group (n = 18) was taught in a traditional way. The data were gathered by video recording of the lectures, by doing a post-test concerning Taylor polynomials in both groups and by giving one question regarding Taylor polynomials at the final exam for the course in Real Analysis in one variable. In the analysis of the lectures, we found Variation theory combined with GeoGebra to be a potentially powerful tool for revealing some critical aspects of Taylor Polynomials. Furthermore, the research results indicated that applying Variation theory, when planning the technology-assisted teaching, supported and enriched students’ learning opportunities in the study group compared with the control group. 

Keywords
mathematics, Taylor polynomial, teaching, university education, Variation theory
National Category
Mathematics
Identifiers
urn:nbn:se:hig:diva-19944 (URN)10.1080/0020739X.2015.1046961 (DOI)000366674100003 ()2-s2.0-84930156781 (Scopus ID)
Available from: 2015-06-30 Created: 2015-06-30 Last updated: 2018-03-13Bibliographically approved
Attorps, I. & Radic, M. (2016). Variationsteoretiskt perspektiv på matematikundervisningen (1ed.). In: Mikael Björling (Ed.), Ämnesdidaktiska utmaningar - inom matematik, naturvetenskap och teknik: (pp. 15-26). Gävle: Gävle University Press
Open this publication in new window or tab >>Variationsteoretiskt perspektiv på matematikundervisningen
2016 (Swedish)In: Ämnesdidaktiska utmaningar - inom matematik, naturvetenskap och teknik / [ed] Mikael Björling, Gävle: Gävle University Press , 2016, 1, p. 15-26Chapter in book (Other academic)
Place, publisher, year, edition, pages
Gävle: Gävle University Press, 2016 Edition: 1
Series
Lärarutbildningens skriftserie, ISSN 1652-0955 ; 7
National Category
Didactics Mathematics
Identifiers
urn:nbn:se:hig:diva-23303 (URN)978-91-974893-6-2 (ISBN)978-91-974893-7-9 (ISBN)
Available from: 2017-01-12 Created: 2017-01-12 Last updated: 2018-03-13Bibliographically approved
Attorps, I., Hector, S. & Radić, M. (2015). Creating the patterns of variation with GeoGebra when teaching derivative graphs for first year engineering students. International Journal of Engineering ,Science and Innovative Technology, 31(6), 1605-1612
Open this publication in new window or tab >>Creating the patterns of variation with GeoGebra when teaching derivative graphs for first year engineering students
2015 (English)In: International Journal of Engineering ,Science and Innovative Technology, ISSN 0949-149X, E-ISSN 2277-3754, Vol. 31, no 6, p. 1605-1612Article in journal (Refereed) Published
Abstract [en]

The present study investigates how technology assisted and designed teaching influences engineering students’ understanding of the connection between the graph of a function and its derivatives. An engineering student group (n = 27) was taught with the assistance of GeoGebra while a control group (n =20) was taught in a traditional way. The data of the study consist of the documents and photos of the observation of two lectures and the students’ answers to the pre and post tests. In our theoretical framework we discuss the distinction between conceptual and procedural knowledge. When creating the teaching sequences we applied variation theory. In the analysis of the students’ pre and post tests results we applied statistical methods. Our experiment revealed that the GeoGebra-assisted teaching design created more opportunities for students to grasp the connection between a function and its derivatives.

Keywords
Education, Assisted teachings, Conceptual knowledge, First-year engineering, Procedural knowledge, Teaching sequences, Technology variations, Theoretical framework, Variation theories, Students
National Category
Mathematics Didactics
Identifiers
urn:nbn:se:hig:diva-20907 (URN)000366351400016 ()2-s2.0-84949192013 (Scopus ID)
Available from: 2015-12-21 Created: 2015-12-21 Last updated: 2018-03-13Bibliographically approved
Attorps, I., Björk, K., Radic, M. & Viirman, O. (2013). Teaching Inverse Functions at Tertiary level. In: CERME 8: Proceedings of the EightŠ Congress of the European Society for Research in Mathematics Education. Paper presented at The 8th Congress of the European Society for Research in Mathematics education, 6-10 February, Antalya, Turkiet (pp. 2524-2533). Antalya: Middle East Technical University
Open this publication in new window or tab >>Teaching Inverse Functions at Tertiary level
2013 (English)In: CERME 8: Proceedings of the EightŠ Congress of the European Society for Research in Mathematics Education, Antalya: Middle East Technical University , 2013, p. 2524-2533Conference paper, Published paper (Refereed)
Abstract [en]

This study is a part of an ongoing research that attempts to explain the relationship between the teachers’ instructional practise and students’ learning in the context of functions and function inverses. The question in this paper is how the use of technology as a pedagogical tool may contribute to the understanding of the inverse function concept. An engineering student group (n =17) was taught functions and inverse functions with the assistance of GeoGebra. In our theoretical framework we apply Variation theory together with the theory of Concept image and Concept definition. The data were gathered by doing a pre and post test concerning inverse functions. Our experiment revealed that students’ concept images in the post test were more developed compared with the results in the pre test.

Place, publisher, year, edition, pages
Antalya: Middle East Technical University, 2013
Keywords
Concept definition, Concept image, Inverse functions, Technology, Variation theory
National Category
Educational Sciences Mathematics
Identifiers
urn:nbn:se:hig:diva-18023 (URN)
Conference
The 8th Congress of the European Society for Research in Mathematics education, 6-10 February, Antalya, Turkiet
Projects
Learning Studies - Praxisnära forskning i matematik
Available from: 2014-11-20 Created: 2014-11-20 Last updated: 2018-03-13Bibliographically approved
Attorps, I., Björk, K., Radic, M. & Tossavainen, T. (2013). Varied ways to teach the definite integral concept. International Electronic Journal of Mathematics Education, 8(2-3), 81-99
Open this publication in new window or tab >>Varied ways to teach the definite integral concept
2013 (English)In: International Electronic Journal of Mathematics Education, ISSN 1306-3030, Vol. 8, no 2-3, p. 81-99Article in journal (Refereed) Published
Abstract [en]

In this paper, we report on a collaborative teaching experiment based on the Learning Study model (LS model) which grounds on the Variation Theory. Until today, most of such studies have focused on the teaching and learning of elementary school mathematics; ours was carried out in undergraduate mathematics education. In the following, we discuss how we managed to promote students’ conceptual learning by varying the treatment of the object of learning (the concept of definite integral and the Fundamental Theorem of Calculus) during three lectures on an introductory course in calculus. We also discuss the challenges and possibilities of the LS model and the Variation Theory in the development of the teaching of tertiary mathematics in general. The experiment was carried out at aSwedish university. The data of the study consists of the documents of the observation of three lectures and the students’ answers to the pre- and post-tests of each lesson. The analysis of learning results revealed some critical aspects of the definite integral concept and patterns of variations that seem to be effective to a significant degree. For example, we found several possibilities to use GeoGebra to enrich students’ learning opportunities.

Place, publisher, year, edition, pages
Turkey: Gökkuşağı Ltd. Şti., Turkey, 2013
Keywords
definite integral, GeoGebra, learning study, tertiary education, variation
National Category
Other Mathematics
Identifiers
urn:nbn:se:hig:diva-15942 (URN)2-s2.0-84891647831 (Scopus ID)
Available from: 2014-01-07 Created: 2014-01-07 Last updated: 2018-03-13Bibliographically approved
Attorps, I., Björk, K., Lingefjärd, T. & Radic, M. (2012). Application of Variation Theory in Teaching and Learning of Taylor Polynomials with GeoGebra. In: Proceedings of the 12th International Congress on Mathematics Education. Seoul. Korea: . Paper presented at ICMI, the 12th International Congress on Mathematics Education. Seoul. Korea, July 8-15 2012 (pp. 3479-3488). Seoul. Korea
Open this publication in new window or tab >>Application of Variation Theory in Teaching and Learning of Taylor Polynomials with GeoGebra
2012 (English)In: Proceedings of the 12th International Congress on Mathematics Education. Seoul. Korea, Seoul. Korea, 2012, p. 3479-3488Conference paper, Published paper (Refereed)
Abstract [en]

We report on a teaching experiment regarding Taylor polynomial approximations at the level of university mathematics teaching. The experiment was carried by using the free dynamic mathematics software GeoGebra. A student group (n = 19) was taught Taylor polynomials with the assistance of GeoGebra while a control group (n = 18) was taught in a traditional way. The theoretical assumptions of this study rest on Variation theory. The data were gathered by doing a post test concerning Taylor polynomials. Our experiment revealed that the answers from the GeoGebra group in the post test were more varied compared with the results in the control group.

Place, publisher, year, edition, pages
Seoul. Korea: , 2012
National Category
Didactics
Identifiers
urn:nbn:se:hig:diva-12901 (URN)
Conference
ICMI, the 12th International Congress on Mathematics Education. Seoul. Korea, July 8-15 2012
Available from: 2012-09-16 Created: 2012-09-16 Last updated: 2018-03-13Bibliographically approved
Attorps, I., Björk, K. & Radic, M. (2011). The use of mathematics software in university mathematics teaching. In: M. Pytland, E. Swoboda & T. Rowland (Ed.), The proceedings of the Seventh Congress of the European Society for Research in Mathematics education. Poland.  University of Rzeszow.. Paper presented at The Seventh Congress of the European Society for Research in Mathematics Education, Rzeszów, Poland, between 9-13 February 2011 (pp. 2188-2197).
Open this publication in new window or tab >>The use of mathematics software in university mathematics teaching
2011 (English)In: The proceedings of the Seventh Congress of the European Society for Research in Mathematics education. Poland.  University of Rzeszow. / [ed] M. Pytland, E. Swoboda & T. Rowland, 2011, p. 2188-2197Conference paper, Published paper (Refereed)
Abstract [en]

In this paper we report on a teaching experiment regarding the definite integral concept in university mathematics teaching. The experiment was carried out at a Swedish university by using the free dynamic mathematics software GeoGebra. In our theoretical framework we apply Variation Theory, originating in the phenomenographic research tradition. The data of this study consist of the lecture plan and the engineering students’ answers to pre and post tests. In the analysis of the data we applied statistical methods. The experiment revealed that by using GeoGebra it is possible to create learning opportunities of the definite integral concept that support the students’ learning.

Keywords
definite integral, geogebra, learning, variation theory
National Category
Didactics
Identifiers
urn:nbn:se:hig:diva-10020 (URN)
Conference
The Seventh Congress of the European Society for Research in Mathematics Education, Rzeszów, Poland, between 9-13 February 2011
Available from: 2011-09-05 Created: 2011-09-05 Last updated: 2018-03-13Bibliographically approved
Attorps, I., Björk, K. & Radic, M. (2010). Improving undergraduate mathematics teaching. In: The proceedings of MADIF7; The 7th Swedish Mathematics  Education Research Seminar, Stockholm, January 26-27, 2010.. Paper presented at MADIF7, The 7th Swedish Mathematics Education Research Seminar, Stockholm 26-27 januari 2010.
Open this publication in new window or tab >>Improving undergraduate mathematics teaching
2010 (English)In: The proceedings of MADIF7; The 7th Swedish Mathematics  Education Research Seminar, Stockholm, January 26-27, 2010., 2010Conference paper, Published paper (Refereed)
Identifiers
urn:nbn:se:hig:diva-10022 (URN)
Conference
MADIF7, The 7th Swedish Mathematics Education Research Seminar, Stockholm 26-27 januari 2010
Available from: 2011-09-05 Created: 2011-09-05 Last updated: 2018-03-13Bibliographically approved
Attorps, I., Björk, K., Radic, M. & Tossavainen, T. (2010). The Learning Study Model and the Teaching of the Definite Integral Concept. In: M. Asikainen, P. E. Hirvonen & K. Sormunen (Ed.), Reports and Studies in Education, Humanities, and Theology. Paper presented at Matematiikan ja luonnontieteiden opetuksen tutkimuspäivät Joensuussa (Symposium of the Finnish Mathematics and Science Education Research Association, Joensuu) 22-23 oktober 2009 (pp. 77-86). Joensuu: University of Eastern Finland
Open this publication in new window or tab >>The Learning Study Model and the Teaching of the Definite Integral Concept
2010 (English)In: Reports and Studies in Education, Humanities, and Theology / [ed] M. Asikainen, P. E. Hirvonen & K. Sormunen, Joensuu: University of Eastern Finland , 2010, p. 77-86Conference paper, Published paper (Refereed)
Abstract [en]

In recent years, there have been several studies in mathematics education basing on the variation theory and the model of Learning Study that involves co-operation between teachers and researchers in an iterative process. Most of these studies have focused on the teaching and learning of elementary school mathematics rather than topics in advanced mathematics. In this paper, we discuss some challenges and possibilities of the Learning Study model and the variation theory when developing the teaching of mathematics at advanced levels. More precisely, we report on a series of teaching experiments on the definite integral concept. The experiments were carried out at a Swedish university. The data of this study consists of the documents on the observation of three lectures and the students’ answers to pre and post tests. Both engineering and teacher students participated. In the analysis of the data, we applied statistical methods. Although the series consisted only of three lectures, it revealed that the students’ understanding about certain – but not necessarily all – aspects of the definite integral concept can be enhanced by using the Learning Study model.

Place, publisher, year, edition, pages
Joensuu: University of Eastern Finland, 2010
Keywords
definite integral, learning study, undergraduate students, variation theory
National Category
Didactics
Identifiers
urn:nbn:se:hig:diva-10023 (URN)
Conference
Matematiikan ja luonnontieteiden opetuksen tutkimuspäivät Joensuussa (Symposium of the Finnish Mathematics and Science Education Research Association, Joensuu) 22-23 oktober 2009
Available from: 2011-09-05 Created: 2011-09-05 Last updated: 2018-03-13Bibliographically approved
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