Kurslitteratur

för kurs på avancerad nivå

Läroplansteori och ämnesdidaktik, 6 hp

Kurskod: UMK803

Gäller från: HT 2016

Fastställd: 2016-10-18

Institution: Institutionen för matematikämnets och naturvetenskapsämnenas didaktik

Ämne: Matematikämnets didaktik

 

Obligatorisk kurslitteratur

Skolverket (2013). PISA 2012. 15-åringars kunskaper i matematik, läsförståelse och naturvetenskap: Resultaten i koncentrat. Sammanfattning av Rapport 398. Stockholm: Skolverket, s. 6-11, 14-15 & 16-38. Finns som elektronisk resurs. (31 s)

Wahlström, N. (2015). Läroplansteori och didaktik. Malmö: Gleerups. (65 s)

 

Valbar kurslitteratur

Dessutom väljs artiklar av nedanstående i samråd med kursläraren

Dowling, P. (1996). A sociological analysis of school mathematics texts. Educational Studies in Mathematics, 31, 389-415. (27 s)

Kilpatrick, J. (2014). Competency Frameworks in Mathematics Education. In S. Lerman (Ed.), Encyclopedia of Mathematics Education (pp. 85-87). Dordrecht: Springer. (2 ½ s)

Lithner, J., & Palm, T. (2010). Learning difficulties and mathematical reasoning. In B. Sriraman, C. Bergsten, S. Goodchild, G. Pálsdóttir, B. Dahl, & L. Haapasalo (Eds.), The First Sourcebook on Nordic Research in Mathematics Education (pp. 283-298). Charlotte, NC: Information Age. (16 s)

Sfard, A. (2007). When the rules of discourse change, but nobody tells you: Making sense of mathematics learning from a commognitive standpoint. The Journal of the Learning Sciences, 16(4), 565-613. (49 s)

Texter inom naturvetenskapsämnenas didaktik

Anderhag, P., Wickman, P. - O., & Hamza, K. M. (2015). Signs of taste for science: A methodology for studying the constitution of interest in the science classroom. Cultural Studies of Science Education, 10(2), 339-368. Finns som elektronisk resurs.(30 s)

Harris, D., & Williams, J. (2012). The association of classroom interactions, year group and social class. British Educational Research Journal, 38(3), 373-397. (25 s)

Hubber, P., & Tytler, R., & Haslam, F. (2010). Teaching and learning about force with a representational focus: Pedagogy and teacher change. Research in Science Education, 40, 5-28. (24 s)

Johansson, A.-M., & Wickman, P.-O. (2011). A pragmatist approach to learning progressions. In B. Hudson & M. A. Meyer (Eds.), Beyond Fragmentation: Didactics, Learning, and Teaching (s. 47-59). Leverkusen: Barbara Budrich Publishers. (14 s)

Roberts, D. A. (1982). Developing the concept of "curriculum emphases" in science education. Science Education, 66, 243-260. (18 s)

Schoulz, J., Säljö, R., Wyndhamn, J. (2001). Heavenly Talk: Discourse, artifacts, and children’s understanding of elementary astronomy. Human Development, 44, 103–118. (16 s)

Scott, P. H., Mortimer, E. F., & Aguiar, O. G. (2006). The tension between authoritative and dialogic discourse: A fundamental characteristic of meaning making interactions in high school science lessons. Science Education, 90, 605-631. (27 s)

Vosniadou, S., & Brewer, W. (1992). Mental models of the Earth: A study of conceptual change in childhood. Cognitive Psychology 24, 535-585. Finns som elektronisk resurs. (21 s)

Texter inom teknikämnenas didaktik

Danielsson, A., Berge, M., Lidar, M., Ingerman, Å., Östman, L. et al. (2014). A bridge to understanding? An approach for analysing the construction of power/knowledge in a technology classroom. Paper presented at CSSE International Exploratory Workshop, 17-19 June 2014, University of Luxembourg. Finns som elektronisk resurs. (5 s)

Esjeholm, B.-T. & Bungum, B. (2013). Design knowledge and teacher-student interactions in an inventive construction task. International Journal of Technology and Design Education, 23(3), 675-689. (15 s)

Hallström, J. & Klasander, C. (2016). Visible parts, invisible whole: Swedish technology student teachers’ conceptions about technological systems. International Journal of Technology and Design Education, Online First. Finns som elektronisk resurs.   (19 s)

Hartell, E. & Skogh, I.-B. (2015). Criteria for Success: A study of primary technology teachers’ assessment of digital portfolios. Australasian Journal of Technology Education 2(1). Finns som elektronisk resurs.  (16 s)

Rolandsson, L., Skogh, I.-B. & Männikkö Barbutiu, S. (2016). Bridging a gap: in search of an analytical tool capturing teachers’ perceptions of their own teaching. International Journal of Technology and Design Education, Online First. Finns som elektronisk resurs.   (15 s)

 

Övrigt

Kursnoter: ”Critical reading of research.” (av Iben Maj Christiansen) (20 s)

Aktuella styrdokument för grundskolan eller gymnasiet. Valda delar om ca 12 s.

Video-klipp om klassificering och ramsätning av Wayne Hugo (4 video-klipp, ca 80 min)