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Mathematical Reasoning - In physics and real-life context


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Title: Mathematical Reasoning - In physics and real-life context
Authors: Johansson, Helena
E-mail: m_helena.johansson@swipnet.se
Issue Date: 5-May-2015
University: Göteborgs universitet. Naturvetenskapliga fakulteten
Institution: Department of Mathematical Sciences ; Institutionen för matematiska vetenskaper
Parts of work: I. Johansson, H. (2015a). Mathematical Reasoning Requirements in Swedish National Physics Tests. International Journal of Science and Mathematics Education. Online first.
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II. Johansson, H. (2015b). Relation between Mathematical Reasoning Ability and National Formal Demands in Physics Courses. Accepted to be published in Mathematics Education: Climbing Mountains, Building Bridges: Proceedings of the 39th Conference of the International Group for the Psychology of Mathematics Education. Hobart, Australia: PME.

III. Johansson, H. (2015c). Dependence between Creative and Non-Creative Mathematical Reasoning in National Physics Tests. (To be submitted)

IV. Johansson, H. (2015d). Figurative Context and Mathematical Reasoning Requirements – Influences on Students’ Success on tasks in National Mathematics Tests. (To be submitted)
Date of Defence: 2015-06-04
Disputation: Torsdagen den 4 juni 2015, kl. 13.15, sal Pascal, Matematiska Vetenskaper, Hörsalsvägen 1.
Degree: Doctor of Philosophy
Publication type: Doctoral thesis
Keywords: Creative mathematical reasoning
Descriptive statistics
Differential item functioning
Figurative context
Imitative reasoning
Mathematical Reasoning Requirements
Mathematics tasks
National tests
Physics tasks
Real-life context
T-test
Upper secondary school
Abstract: This thesis is a compilation of four papers in which mathematical reasoning is examined in various contexts, in which mathematics is an integral part. It is known from previous studies that a focus on rote learning and procedural mathematical reasoning hamper students’ learning of mathematics. The aims of this thesis are to explore how mathematical reasoning affects upper secondary students’ possibilities to master the physics curricula, and how real-life contexts in mathematics affect students’... more
ISBN: 978-91-628-9431-3
978-91-628-9432-0
URI: http://hdl.handle.net/2077/38715
Appears in Collections:Doctoral Theses from University of Gothenburg / Doktorsavhandlingar från Göteborgs universitet
Doctoral Theses / Doktorsavhandlingar Institutionen för matematiska vetenskaper

 

 

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