hig.sePublications
Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard-cite-them-right
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • sv-SE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • de-DE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
The function concept and university mathematics teaching
University of Gävle, Faculty of Engineering and Sustainable Development, Department of Electronics, Mathematics and Natural Sciences, Mathematics. Karlstads universitet, Institutionen för matematik och datavetenskap.ORCID iD: 0000-0002-4909-1914
2014 (English)Doctoral thesis, comprehensive summary (Other academic)
Abstract [en]

This thesis concerns the teaching of mathematics at university level, with a particular focus on the teaching of the function concept. The main aim of the thesis is describing and analysing the teaching practices of university mathematics teachers regarding the function concept, and how this concept is constituted through these practices. To this end, video recordings of lectures by seven mathematics teachers at three Swedish universities were analysed using a discursive perspective, Sfard’s commognitive framework. The observed teaching was traditional in form, with teachers using “chalk talk” – simultaneously talking and writing on the board. The results show that the teaching practices of the teachers belong to two distinct but intertwined discourses – a mathematical discourse, and a discourse of mathematics teaching. Classifications of important aspects of these discourses are presented, and it is found that the teachers’ discursive practices, while sharing overall form, still display considerable differences. Other results include an analysis of the levels of objectification displayed by the teachers in their discursive constitution of the function concept. The study contributes to a small but growing body of empirical research on university mathematics teaching practice.

Place, publisher, year, edition, pages
Karlstad: Karlstads universitet , 2014. , p. 100
Series
Karlstad University Studies, ISSN 1403-8099 ; 2014:12
Keywords [en]
mathematics, university education, commognitive framework, function concept, discourse, teaching
National Category
Other Mathematics
Research subject
Mathematics
Identifiers
URN: urn:nbn:se:hig:diva-18504ISBN: 978-91-7063-543-4 (print)OAI: oai:DiVA.org:hig-18504DiVA, id: diva2:770436
Public defence
2014-03-21, 99:133, Hus Freja, Gävle, 13:00 (English)
Opponent
Supervisors
Available from: 2014-12-10 Created: 2014-12-10 Last updated: 2018-03-13Bibliographically approved

Open Access in DiVA

No full text in DiVA

Other links

Fulltext

Authority records BETA

Viirman, Olov

Search in DiVA

By author/editor
Viirman, Olov
By organisation
Mathematics
Other Mathematics

Search outside of DiVA

GoogleGoogle Scholar

isbn
urn-nbn

Altmetric score

isbn
urn-nbn
Total: 588 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard-cite-them-right
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • sv-SE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • de-DE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf