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Att urskilja grafiska aspekter av derivata – hur elevernas möjligheter påverkas av innehållets behandling i undervisningen


Please use this identifier to cite or link to this item: http://hdl.handle.net/2077/63051

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Title: Att urskilja grafiska aspekter av derivata – hur elevernas möjligheter påverkas av innehållets behandling i undervisningen
Authors: Ryberg, Ulf
E-mail: ulf.ryberg@gu.se
Issue Date: 19-Feb-2020
University: Göteborgs universitet. Utbildningsvetenskapliga fakulteten
University of Gothenburg. Faculty of Education
Institution: Department of Pedagogical, Curricular and Professional Studies ; Institutionen för didaktik och pedagogisk profession
Parts of work: I. Ryberg, U. (2014). Variationens betydelse för elevernas lärande. Relationen mellan en funktions graf och grafen till funktionens derivata. Göteborg: Göteborgs Universitet. http://hdl.handle.net/2077/37569

II. Ryberg, U. (2018). Generating different lesson designs and analyzing their effects: The impact of representations when discerning aspects of the derivative. Journal of mathematical behavior, Vol. 51, 1-14.
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III. Ryberg, U. (Manuscript). How the use of representations during instruction can promote development of conceptual or procedural knowledge: A comparison of two lesson designs concerned with the derivative concept.
Date of Defence: 2020-03-13
Disputation: 13:00, Göteborgs universitet, Pedagogen, Hus B, Sal BE036
Degree: Doctor of Philosophy
Publication type: Doctoral thesis
Series/Report no.: Gothenburg Studies in Educational Sciences
446
Keywords: derivative
graph
intervention
variation
Abstract: The aim of this thesis is to investigate in what ways students’ opportunities to discern graphical aspects of the concept of derivative can be related to the design of instruction. The thesis is based on two empirical studies that together included 144 Swedish upper-secondary students who were enrolled in the course in which the derivative is first introduced. Study 1 was conducted in natural settings and involved collaboration between researchers and teachers. The study generated three di... more
ISBN: 978-91-7963-018-8 (tryckt)
978-91-7963-019-5 (pdf)
ISSN: 0436-1121
URI: http://hdl.handle.net/2077/63051
Appears in Collections:Gothenburg Studies in Educational Sciences
Doctoral Theses from University of Gothenburg / Doktorsavhandlingar från Göteborgs universitet
Doctoral Theses / Doktorsavhandlingar Institutionen för didaktik och pedagogisk profession

 

 

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