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).
Ämnesdidaktiska seminariet i matematik
Kommande seminarier
TBA
Tidigare seminarier 2025
Torsdag 9 januari 2025, kl. 13.15-15.00, Hopningspunkten: Daniel C. Orey, Universidade Federal de Ouro Preto, Brasil
Titel: From an Imprecise Imprecision: Reflections on Culture and Modelling.
Sammanfattning: In this talk, I share thoughts in relation to culture and modelling. Beginning while growing up on the very diverse west coast of North America, this awareness (recently seasoned with a few Fermi problems and some emic/etic dialogue) emerged over time. When working in Guatemala, New Mexico, California, and Nepal, and where I now live in Brasil, I have developed some caveats for my own research, which form a set of personal core values to this talk.
Caveat 1: Mathematics is a language. Every known language, synthetic or natural, has its own grammar, prose and poetry. Language shapes how we think. Mathematical prose can be expressed through modelling, which is incredibly diverse, and provides beautiful expressions of a modeler´s own creativity, values, culture and mathematics.
Caveat 2: Universality. All people on this planet “do” mathematics. Bishop said that we can think of mathematics as the numerous and diverse ways humans “count, locate, measure, design, play and explain.” Bassanezi and D’Ambrosio added modelling to the mix.
Caveat 3: Precision vs Imprecision. There are different and often diverse ways to model – some are exact, precise and beautiful in their own right. At the same time, models emerging from informal contexts, often local and historically based, and out of school math, that can be somewhat imprecise. I study the imprecise, what is found in historical and day-to-day contexts, yet I remain grateful for the precise. Ethomodellers begin by celebrating different types of modelling. D’Ambrosio, showed us how this is culturally influenced. Together with Milton Rosa, my work demonstrates, with each new ethnomodel-poem, how each model reflects its own truth, and context. One type of modelling presents very powerful and precise scientific-academic modelling, the other represents the local and informal, or what I call, "mais ou menos." From this informality, some interesting ideas emerge, which allows for an introduction to formal, academic science/modelling. One of my favorites emerged in the early 1980s where it was found that Aymara (an Andean indigenous language) was used to create an algebraic formula to machine translate human language. This led from software which magically translated, one word to another, and to recently where researchers using AI translated aspects of south Atlantic whale language into human language!
Caveat 4: Humility. Looking at mathematics and its models, especially those that do not emerge in western academic capitalist contexts, demands humility, flexibility, and an open mind. I learned this from my dear uncle on his ranch in Northern California, from Highland Mayan merchants, and a student’s rice farmer father in Piaui who all ask the same question, “you studied at a university, why don’t you know this?”
These important elements form dialogical processes for ethnomodelling that researchers in Brasil, the USA, Ghana, México, Costa Rica, Nepal and Indonesia are “playing with”. My talk will conclude with examples of some ethnomodels produced by these remarkable ethnomodel-researcher-poets.
Arkiv ämnesdidaktiska seminariet i matematik
2024
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.
2023
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.
2022
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.