för kurs på avancerad nivå

Matematikämnets didaktik B, 7,5 hp

Kurskod: UM8029

Gäller från: HT 2015

Fastställd: 2015-04-21

Institution: Institutionen för matematikämnets och naturvetenskapsämnenas didaktik

Ämne: Matematikämnets didaktik


Obligatorisk kurslitteratur

Andrews, P., & Rowland, T. (Ed.) (2014). Masterclass in mathematics education: International perspectives on teaching and learning. London: Bloomsbury Publishing.
(Valda delar om ca 85s)

Aktuella artiklar om 50 sidor. Väljs i samråd med kurslärare.


Valbar kurslitteratur

Dessutom väljs minst 14 artiklar av nedanstående.

Aiken, L. R. (1970). Attitudes toward mathematics. Review of Educational Research, 40(4), 551-596. (45s)

Ball, D. L. (1990). The mathematical understanding that prospective teachers bring to education. Elementary School Journal, 90, 449-466. (18s)

Ball, D. L., Thames, M. H., & Phelps, G. (2008). Content knowledge for teaching: what makes it special?  Journal of Teacher Education, 59(5), 389-407. (19s)

Barwell, R. (2009). Researchers’ descriptions and the construction of mathematical thinking. Educational Studies in Mathematics, 79(2), 255-269. (15s)

Black, P., Harrison, C., Hodgen, J., Marshall, B., & Serret, N. (2011). Can teachers’ summative assessment produce dependable results and also enhance classroom learning? Assessment in Education: Principles, Policy and Practice, 18, 451-469. (19s)

Black, P. J., & William, D. (1998). Assessment and classroom learning. Assessment in Education, 5(1), 7-73. (67s)

Cooper, B., & Dunne, M. (1998). Anyone for tennis? Social class differences in children’s responses to national curriculum mathematics testing. Sociological Review, 46(1), 115-148. (34s)

Drijvers, P., Doorman, M., Boon, P., Reed, H., & Gravenmeijer, K. (2010). The teacher and the tool: instrumental orchestrations in the technology-rich mathematics classroom. Educational Studies in Mathematics, 75(2), 213-234. (22s)

Lerman, S. (2000). The social turn in mathematics education research. In J. Boaler (Ed.), Multiple perspectives on mathematics teaching and learning (pp. 19-44). Westport, CT: Ablex. (26s)

Lerman, S. (2001). Accounting for accounts of learning mathematics: reading ZPD in videos and transcripts. In D. Clarke (Ed.), Perspectives on meaning in mathematics and science classrooms (pp. 53-74). Dordrecht: Kluwer. (22s)

Morgan, C. (2006). What does social semiotics have to offer mathematics education research? Educational Studies in Mathematics, 61(1-2), 219-245. (26s)

Morgan, C., & Watson, A. (2002). The interpretative nature of teachers’ assessment of students’ mathematics: issues for equity. Journal for Research in Mathematics Education, 33(2), 78-110. (33s)

Pepin, B., & Haggarty, L. (2001). Mathematics textbooks and their use in English, French and German classrooms: a way to understand teaching and learning cultures. ZDM – The International Journal on Mathematics Education, 33(5), 158-175. (18s)

Pimm, D., & Sinclair, N. (2009). Audience, style and criticism. For the Learning of Mathematics, 29(2), 23-27. (5s)

Remillard, J. T. (2005). Examining key concepts in research on teachers’ use of mathematics curricula. Review of Educational Research, 75(2), 211-246. (36s)

Rowland, T., Huckstep, P., & Thwaites, A. (2005). Elementary teachers’ mathematics subject knowledge: the Knowledge Quartet and the case of Naomi. Journal of Mathematics Teacher Education, 8(3), 255-281. (27s)

Rutven, K., Deaney, R., & Hennessy, S. (2009). Using graphing software to teach about algebraic formas: a study of technology-supported practice in secondary-school mathematics. Educational Studies in Mathematics, 71(3), 279-297. (19s)

Ruthven, K., Hennssy, S., & Deaney, R. (2008). Constructions of dynamic geometry: a study of the interpretative flexibility of educational software in classroom practice. Computers & Education, 51(1), 297-317. (21s)

Sfard, A. (2001). There is more to hear than meets the ears: looking at thinking as communication to learn more about mathematical learning. Educational Studies in Mathematics, 46(1-3), 13-57. (45s)

Shulman, L. S. (1986). Those who understand: knowledge growth in teaching. Educational Researcher, 15(2), 4-14. (11s)

Steffe, L. P. (2004). On the construction of learning trajectories of children: the case of commensurate fractions. Mathematical Thinking and Learning, 6(2), 129-162. (34s)

Van den Heuvel-Panhuizen, M., & Becker, J. P. (2003). Towards a didactical model for assessment design in mathematics education. In A. J. Bishop, K. Clements, C. Keitel, J. Kilpatrick & F. K. S. Leung (Eds.), Second international handbook of mathematics education (pp. 689-716). Dordrecht: Kluwer. (28s)

Zan, R., Brown, L. Evans, J., & Hannula, M. S. (2006). Affect in mathematics education: an introduction. Educational Studies in Mathematics, 63(2), 113-121. (9s)

Zevenberger, R., & Lerman, S. (2008). Learning environments using interactive whiteboard: new learning spaces or reproduction of old technologies? Mathematics Education Research Journal, 20(1), 108-126. (19s)