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Mathematics teachers' conceptions about concept learning in algebra
University of Gävle, Department of Mathematics, Natural and Computer Sciences, Ämnesavdelningen för matematik och statistik.
2007 (English)In: Current state of research on mathematical beliefs XII: proceedings of the MAVI-7 [i.e. MAVI-12] Workshop, May 25-28, 2006, Helsinki: University of Helsinki , 2007, , 12 p.Chapter in book (Other academic)
Abstract [en]

In this article I discuss the mathematics teachers’ conceptions about concept learning in algebra from school and university time. The study has a focus on the particular topic of equations. The data was gathered by interviews and questionnaires. Both newly graduated and experienced secondary school teachers were participated in this study. The phenomenographic research method in order to analyse research outcomes was applied in the investigation. The research results indicated that the teachers experience the learning of equations from school and university time on four qualitatively different ways. Learning was apprehended as doing routine problems, as memorizing and reproduction of rules and models, as doing applications and as interaction with other students.

Place, publisher, year, edition, pages
Helsinki: University of Helsinki , 2007. , 12 p.
Series
Research report / University of Helsinki, Department of Applied Sciences of Education, ISSN 1795-2158 ; 288
Keyword [en]
mathematics teachers, conception, algebra
National Category
Other Mathematics
Identifiers
URN: urn:nbn:se:hig:diva-1963ISBN: 978-952-10-3858-7 (print)OAI: oai:DiVA.org:hig-1963DiVA: diva2:118625
Available from: 2008-06-12 Created: 2008-06-12Bibliographically approved

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CiteExportLink to record
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