Ämnesdidaktiska seminariet i matematik

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

Tidigare seminarier

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 upto 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?

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