Blar i NTNU Open på forfatter "Strømskag, Heidi"
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1T-elevers tegn på instrumentering med den deriverte - Samsvar mellom elevbesvarelser og den epistemologiske analysen av det matematiske temaet
Stuberg, Olaf (Master thesis, 2018)Hensikten med denne masteroppgaven har vært å se på hvilken påvirkning GeoGebra har på elevenes problemløsningsstrategier og hvordan elevene bruker GeoGebra. Temaet «1T-elevers tegn på instrumentering med den deriverte ... -
A methodology for instructional design in mathematics—with the generic and epistemic student at the centre
Strømskag, Heidi (Journal article; Peer reviewed, 2017)This theoretical paper presents a methodology for instructional design in mathematics. It is a theoretical analysis of a proposed model for instructional design, where tasks are embedded in situations that preserve meaning ... -
A model for instructional design in mathematics implemented in teacher education
Strømskag, Heidi (Journal article; Peer reviewed, 2018)This paper presents a model for instructional design in mathematics and reports from student teachers’ experimentation with it in secondary school. The model is framed within the theory of didactical situations in mathematics. ... -
Accounting for student perspectives in task design
Ainley, Janet; Margolinas, Claire; Barquero, Berta; Bikner-Ahsbahs, Angelika; Calleja, James; Clarke, David; Coles, Alf; Gardner, Kimberley; Gimenez, Joaquim; Johnson, Heather L.; Lin, Pi-Jen; Lithner, Johan; Radonich, Peter; Savard, Annie; Strømskag, Heidi (Chapter, 2015)This chapter aims to provide insights into students’ perspectives about the meanings and purposes of mathematical tasks and to understand how appropriate task design might help minimize any gaps between teacher intentions ... -
Algebraic thinking
Chimoni, Maria; Hewitt, Dave; Oldenburg, Reinhard; Strømskag, Heidi (Chapter, 2019) -
Algebraic thinking
Hodgen, Jeremy; Oldenburg, Reinhard; Strømskag, Heidi (Chapter, 2018)Algebra is one of the most extensively researched areas in mathematics education. Over the past 40 years, many researchers have addressed the problems associated with the learning and teaching of algebra in school and ... -
Breaches of the didactic contract as a driving force behind learning and non-learning: A story of flaws and wants
Strømskag, Heidi; Chevallard, Yves (Peer reviewed; Journal article, 2022)In agreement with the main tenets of the anthropological theory of the didactic (ATD), this study uncovers dependencies between what students can learn, the established curriculum and the current state of mathematicians’ ... -
CiviMatics: Interdisciplinary mathematical modelling meets civic education
Vajen, Bastian; Strømskag, Heidi (Book, 2023) -
Condições de uma transição para o paradigma do questionamento do mundo
Chevallard, Yves; Strømskag, Heidi (Chapter, 2022) -
Conditions and Constraints Governing University Students' Engagement With Integral Calculus and Mathematical Modelling: An Exploratory Inquiry
Topphol, Vegard (Doctoral theses at NTNU;2023:270, Doctoral thesis, 2023) -
Conditions for revitalizing the elementary algebra curriculum
Strømskag, Heidi; Chevallard, Yves (Chapter, 2022)Elementary algebra has been the bedrock of science and technology for centuries. But taught algebra today is much more a set of formal exercises than a modelling tool. The present study focuses on the notion of formula and ... -
Constraints to a justification of commutativity of multiplication
Strømskag, Heidi; Valenta, Anita (Chapter, 2017)In this paper we investigate a pre-service teacher’s whole-class discussion at Grade 6, where she attempts to justify the general claim that multiplication is commutative in ℕ. Our analysis points at two conditions that ... -
Didactic transposition of concavity of functions: From scholarly knowledge to mathematical knowledge to be taught in school
Strømskag, Heidi; Chevallard, Yves (Peer reviewed; Journal article, 2022)In an institution �, a praxeology � is generally a modification of a praxeology �* coming from a collective of institutions �*, where the modification is conceptualised by the phenomenon of institutional transposition. ... -
Didactical handling of a gap between a teacher's intention and students' mathematical activity
Strømskag, Heidi (Chapter, 2014) -
Didaktisk ingeniørvirksomhet i matematikk: Multiplikasjon som modell for situasjoner på 3. trinn
Strømskag, Heidi (Chapter, 2020) -
Didaktisk transposisjon av analysens fundamentalteorem: Fra akademisk kunnskap til kunnskap som skal undervises i den videregående skolen
Slettum, Martin (Master thesis, 2023)I denne studien undersøker jeg hvilke didaktiske transposisjoner som analysens fundamentalteorem, bestemt integral og ubestemt integral har gjennomgått fra akademisk kunnskap til kunnskap som skal undervises i den videregående ... -
Differensiering i algebra på ungdomstrinnet - En casestudie om hvordan læreverk og matematikklærere differensierer i algebra på 8. trinn
Bergene Holm, Paul (Master thesis, 2016)Dette er en casestudie som tar for seg sider ved hvordan algebra er differensiert i to nye læreverk som brukes på 8. trinn i norsk ungdomsskole. En side ved algebra er at emnet omtales som vanskeligere og mer abstrakt enn ... -
Editorial
Kilhamn, Cecilia; Strømskag, Heidi; Hästö, Peter; Liljekvist, Yvonne; Häggström, Johan (Journal article; Peer reviewed, 2019) -
Elementary algebra as a modelling tool: A plea for a new curriculum
Strømskag, Heidi; Chevallard, Yves (Peer reviewed; Journal article, 2022)Elementary algebra is the foundation on which the entire modern mathematical edifice rises. But the algebraic curriculum fashioned by the process of didactic transposition for more than a century is no longer able to ensure ... -
Elevers bruk og oppfatning av formler - En casestudie om fem 10.-trinnselevers bruk og oppfatning av formler knyttet til areal, omkrets og volum
Hovstad, Kari (Master thesis, 2017)Målet med denne studien har vært å undersøke hvordan elever på 10.-trinn bruker og oppfatter formler. Studien konsentrerer seg om formler for areal, omkrets og volum, og forsøker å besvare følgende forskningsspørsmål: ...