Mathematics didactics
Digital Technology in Engineering Mathematics Education
Contact persons: Mats Brunström, Maria Fahlgren
Other researchers: Mirela Vinerean Bernhoff, Yosief Wondmagegne
Brief description of the research:
The project concerns digital solutions in the form of automatic assessment systems, in combination with dynamic mathematics software. The purpose of the project is to investigate how this type of system (e.g. STACK, Möbius) can be used to generate formative feedback that supports students' learning in mathematics. The research focuses on the design of learning environments in which students' metacognitive processes such as self-regulation and self-reflection are developed. An important part is the design of individualized tasks as well as elaborated feedback.
Embodied Learning
Contact Person: Jorryt van Bommel
Other researchers: Morten Bjørnebye (Høgskolen i Innlandet, Norge)
Brief description of the research :
Learning mathematics can be Done in different ways and in this project we try to find out how bodily movement can support and enhance young children's learning and understanding of mathematics (patterns, number sense). The research is conducted in collaboration with Høgskolan Innlandet (Hamar, Norway).
Interactive Mathematical Maps – A contextualized way of meaningful learning
Contact person: Mirela Vinerean Bernhoff
Other researchers: Matthias Brandl (University of Passau), Yvonne Liljekvist
Brief description of the research:
Student teachers are often not able to link school mathematics to the mathematics offered at university. This problem results in the “double discontinuity”, which manifests itself in a lack of understanding and significance of university contents on the part of future teachers. Based on modern learning psychology we assume that this issue can be overcome by defragmentation – a thematically meaningful arrangement – of knowledge. For this purpose, we construct a "dynamic interactive mathematical map". By giving the learners the possibility to retrace the formation of mathematical topics in conjunction with the presentation of similar concepts, understanding is deepened and ultimately learning is facilitated. We gather data both in geometry and in analysis during teacher education courses at Karlstad University.
Problem solving at pre-school
Contact person: Jorryt van Bommel
Other researchers: Hanna Palmér
Brief description of the research:
Mathematics in pre-school can be taught through problem solving. Problems which don’t demand reading or writing skills can still be challenging, stimulating and educational. A design study its conducted together with teachers in preschool class. Problems are tested, analysed, re-designed and re-tested. The aim of the project is to get insights in how pupils experience the problems posed and what kind of learning possibilities are created through the problem solving exercises. Digital versions of the tasks are tested as a complement to the analog versions.
Room for formative teaching: effects of teachers' professional collaboration on student learning
Contact person: Yvonne Liljekvist
Other researchers: Kenneth Nordgren, Martin Kristiansson, Anette Forssten Seiser, Daniel Berg, Ulf Blossing (GU), Susanne Duek
Brief description of the research:
This project combines school development expertise with a focus on subject-specific education within different school subjects. The aim is to investigate teachers collegial cooperation effect on student learning.
Secondary-tertiary Transition in Mathematics for Engineering Students: A Study with Focus beyond the Purely Cognitive Aspects
Contact person: Mirela Vinerean Bernhoff
Other researchers: Yvonne Liljekvist, Elif Bengu (Abdullah Gul University, Faculty of Educational Science, Kayseri, Turkey)
Brief description of the research:
High dropout rates in the first year of undergraduate studies are an expression of the secondary-tertiary transition problem and they seem to be particularly high in those degree programs where specialized mathematics courses are taught in the first year of study. Research shows that students’ difficulties during the transition period cannot be reduced to purely cognitive factors. In this study, we address the secondary-tertiary transition problem in mathematics for engineering students. Based on a questionnaire with focus beyond the purely cognitive aspects, a comparison of the transition problem at three European mid-sized universities (Karlstad University, University of Passau and Abdullah Gul University) is carried out, in order to identify common challenges and difficulties, as well as differences.
Previous projects:
Connected classroom technology (CCT) to enhance formative assessment in mathematics education
Professional development on Facebook - FpF
Linking Instruction and Student Achievement - LISA