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Umeå Forskningscentrum för Matematikdidaktik (UFM)

UFM är ett tvärvetenskapligt nätverk av forskare, doktorander samt lärare från skola och högskola som är engagerade i forskning, forskarutbildning och utvecklingsarbeten med anknytning till UFM:s forskningsteman.

Senaste publikationer från UFM

Utvärdering av Matematiklyftets resultat : slutrapport

2016-11-25

Att lära sig resonera : Om elevers möjligheter att lära sig matematiska resonemang

2016-11-17

Students only learn what they get the opportunity to learn. This means, for example, that students do not develop their reasoning- and problem solving competence unless teaching especially focuses on developing these competencies. Despite the fact that it has for the last 20 years been pointed out the need for a reform-oriented mathematics education, research still shows that in Sweden, as well as internationally, an over-emphasis are placed on rote learning and procedures, at the cost of promoting conceptual understanding. Mathematical understanding can be separated into procedural and con...

Students’ Reasoning in Mathematics Textbook Task Solving

2016-11-17

To a large extent school mathematics consists of procedures to be memorized without understanding. Using procedures without understanding is one of the main causes behind the difficulties when learning mathematics. By developing mathematically founded reasoning, other mathematical competences are also developed; problem solving and conceptual understanding. The textbook is important in mathematical education. This study reports an analysis of students’ textbook task solving in Swedish upper secondary school were the relation between types of mathematical reasoning used and the success and f...

Mathematical Reasoning and Beliefs

2016-11-17

We present a research project on students’ mathematical reasoning and how beliefs are indicated in their arguments. Preliminary results show that students express beliefs that task solving does not include reflection or much struggle. The results underpin earlier studies stressing expectations as a theme of belief.

Mathematical reasoning and beliefs in non-routine task solving

2016-11-17

This paper explores low performing upper secondary school students’ mathematical reasoning when solving non-routine tasks in pairs. Their solutions were analysed using a theoretical framework about mathematical reasoning and a model to study beliefs as arguments for choices. The results confirm previous research and three themes of beliefs are used by the student. These themes are safety, expectations, and motivation. The results also show a connection between beliefs and imitative reasoning as a way to solve non-routine tasks.

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Sidansvarig: Tomas Bergqvist
2011-09-07

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Umeå Forskningscentrum för Matematikdidaktik (UFM)

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