De ämnesdidaktiska seminarierna i matematik anordnas i samarbete mellan matematikdidaktiker på Linköpings universitet verksamma vid Matematiska institutionen (MAI) och Institutionen för beteendevetenskap och lärande (IBL).

För information, kontakta Jonas Bergman Ärlebäck.

Kommande seminarier

Inga seminarier är inplanerade just nu.

Tidigare seminarier

Torsdag 28 mars 2024, kl. 10:15-12:00, Takashi Kawakami, Cooperative Faculty of Education, Utsunomiya University

Titel: Rethinking modelling in school mathematics for a data-driven society: Focusing on mathematical and statistical models

Sammanfattning: In today's AI and data-driven society, the role and importance of data is increasing. It is important to develop a comprehensive competence for future citizens to look at data from different perspectives in their own way to make better data-based predictions and decisions. This implies a need to rethink modelling in school mathematics for a data-driven society. In this seminar, I will talk about the Data-Driven Modelling (DDM) framework, which describes and analyses learners' modelling in the data-rich context through the lenses of mathematical models (deterministic representations) and statistical models (non-deterministic/stochastic representations), based on my completed PhD work.

Måndagen 13 mars 2023 kl 13.30-15.00 i Hopningspunkten, Mirela Vinerean-Bernhoff och Yosief Wondmagegne, Karlstads universitet 

Mirela Vinerean-Bernhoff och Yosief Wondmagegne leder ett seminarium och diskussion om hur man kan stödja matematisk tänkande bland ingenjörsstudenter och om verktyg som finns för att underlätta arbetet. 

Titel: Task design using dynamic software and computer aided assessment system to encourage engineering students' mathematical thinking

Sammanfattning: In this talk, we plan to present an ongoing project on assessment in mathematics courses for first-year engineering students. The project focuses on design principles and investigates how the combined use of computer aided assessment system (in our case Möbius) and dynamic mathematical software (in our case GeoGebra) - both already widely used on their own - can support the development and assessment of mathematical skills through different options of automatic feedback. We investigate how first-year engineering students use the different types of feedback. A particular motivation for the project is the well-known challenge that many first-year engineering students experience when taking mathematics courses.

Torsdag 24 november 2022 kl. 10.15 i Hopningspunkten, Aaron Gaio, Dipartimento di Matematica, Università di Trento, Italien 

Titel: Teaching activities with Graph Theory: from abstraction to embodiment

Sammanfattning:  A presentation of proposals for some teaching activities in discrete mathematics, mainly graph theory. Topics that are usually presented to students in higher education can be used to provide some insightful games and good ideas for problem solving and group work in primary schools.
With a Realistic Mathematics Education approach and contextualizing the learning trajectory in the embodied cognition theoretical framework, we designed and tested some tasks to be performed outdoors and/or with the use of the students’ body and movement. Students can connect the outdoor activities with other tasks that require a higher level of abstraction, understanding some mathematical properties, referring to the experience they live in first person. Some reflection and investigation about the importance of a sensory-motor experience and also of interaction with others and possibilities for further development of research.

Tisdag 24 maj 2022, Pauline Vos, Universitetet i Agder, Norge

Titel: Out of the mathematics classroom – towards a better understanding of informal and implicit learning of mathematics

Sammanfattning: Mathematics is not always learnt with help of teachers. Without any teachers or textbooks, Newton and Leibnitz learnt the topic of ‘the derivative’. More than 40000 years ago, the person who made notches on the Lebombo bone to count up to 29 probably had no mathematics teacher either. Also, in our daily lives, we see children making spontaneous mathematical discoveries without help of adults or peers. In this presentation, I will present examples from history, from children’s play, from workplaces, and from daily life, which yield characteristics of informal and implicit learning of mathematics. These have to do with needs, tools, norms and a culture that give space to collaboration, agency, creativity, curiosity, and persistence. As a foretaste to the presentation, participants may already ponder on the question: how do weather forecasts or COVID-19 diagrams in the media contribute to out-of-school mathematical learning?

Arkiv 2018-1999

Fler seminarieserier vid Matematiska institutionen