Mathematics: Teaching Practice (69-74 cr), 6 credits (93MAV3)

Matematik: verksamhetsförlagd utbildning (69-74 hp), 6 hp

Main field of study

Mathematics

Level

First cycle

Course type

Programme course

Examiner

Peter Frejd

Course coordinator

Peter Frejd

Director of studies or equivalent

Jesper Thorén
Course offered for Semester Weeks Language Campus VOF
L1AGY Secondary School Teacher Programme - Upper-Secondary, School Subject Mathematics, 300 Credits (Subjcet: Mathematics) 6 (Spring 2021) v202104-202123 Swedish Linköping v
L1AGY Secondary School Teacher Programme - Upper-Secondary School, Subject Social Studies, 330 Credits (Subjcet: Social Studies) 6 (Spring 2021) v202104-202123 Swedish Linköping v
L1AGY Secondary School Teacher Programme - Upper-Secondary School, Subject History, 300 Credits (Subjcet: History) 6 (Spring 2021) v202104-202123 Swedish Linköping v
L1AGY Secondary School Teacher Programme - Upper-Secondary School, Subject Biology, 300 Credits (Subjcet: Biology) 6 (Spring 2021) v202104-202123 Swedish Linköping v
L1AGY Secondary School Teacher Programme - Upper-Secondary School, Subject English, 300 Credits (Subject: English) 6 (Spring 2021) v202104-202123 Swedish Linköping v
L1AGY Secondary School Teacher Programme - Upper-Secondary School, Subject Swedish, 330 Credits (Subjcet: Swedish) 6 (Spring 2021) v202104-202123 Swedish Linköping v
L1AGY Secondary School Teacher Programme - Upper-Secondary, School Subject Mathematics, 300 Credits (Subjcet: Mathematics) 8 (Spring 2021) v202104-202123 Swedish Linköping v
L1AGY Secondary School Teacher Programme - Upper-Secondary School, Subject Swedish, 330 Credits (Subjcet: Swedish) 8 (Spring 2021) v202104-202123 Swedish Linköping v
L1AGY Secondary School Teacher Programme - Upper-Secondary School, Subject Social Studies, 330 Credits (Subjcet: Social Studies) 8 (Spring 2021) v202104-202123 Swedish Linköping v
L1AGY Secondary School Teacher Programme - Upper-Secondary School, Subject History, 300 Credits (Subjcet: History) 8 (Spring 2021) v202104-202123 Swedish Linköping v
L1AGY Secondary School Teacher Programme - Upper-Secondary School, Subject Biology, 300 Credits (Subjcet: Biology) 8 (Spring 2021) v202104-202123 Swedish Linköping v
L1AGY Secondary School Teacher Programme - Upper-Secondary School, Subject English, 300 Credits (Subject: English) 8 (Spring 2021) v202104-202123 Swedish Linköping v

Main field of study

Mathematics

Course level

First cycle

Advancement level

G2X

Course offered for

  • Secondary School Teacher Programme with a specialization in Teaching in the Upper-Secondary School

Examination

A student may be compelled to interrupt education in the workplace prematurely and be given a fail grade if there is a palpable risk that the student, as a result of serious impropriety, risks harming a person in the operations, such as a pupil, patient or equivalent. The student may not return to participate in the education in the workplace until the examiner has determined and confirmed that the student has the knowledge and skills required such that the risk of harm to another person does not arise. A student has the right to a maximum of two such episodes. 

Education in the workplace requires work equivalent of about 40 hours per week for a full-time student. 

On the condition that sufficient grounds for assessment of the performance of a student during education in the workplace relative to the objectives of the course are available, a grade may be set even if the student has been partially absent from the education in the workplace or has interrupted it prematurely.

Applies to all courses regardless of grading scale.

  • Students failing an exam covering either the entire course or part of the course two times are entitled to have a new examiner appointed for the reexamination.

If the course has a three-graded grading scale (U - VG), following applies:

  • Students who have passed an examination may not retake it in order to improve their grades.

The following applies to courses that include a compulsory component:

  • If special circumstances prevail, and if it is possible with consideration of the nature of the compulsory component, the examiner may decide to replace the compulsory component with another equivalent component.

If the LiU coordinator for students with disabilities has granted a student the right to an adapted examination for a written examination in an examination hall, the student has the right to it. If the coordinator has instead recommended for the student an adapted examination or alternative form of examination, the examiner may grant this if the examiner assesses that it is possible, based on consideration of the course objectives.

Grades

Three-grade scale, U, G, VG

Other information

Course revised 2020-04-02; Dnr LiU-2020-01361

Planning and implementation of a course must take its starting point in the wording of the syllabus. The course evaluation included in each course must therefore take up the question how well the course agrees with the syllabus.

The course is carried out in such a way that both men´s and women´s experience and knowledge is made visible and developed.

About teaching and examination language

The teaching language is presented in the Overview tab for each course. The examination language relates to the teaching language as follows: 

If teaching language is Swedish, the course as a whole or in large parts, is taught in Swedish. Please note that although teaching language is Swedish, parts of the course could be given in English. Examination language is Swedish. 

If teaching language is Swedish/English, the course as a whole will be taught in English if students without prior knowledge of the Swedish language participate. Examination language is Swedish or English (depending on teaching language). 

If teaching language is English, the course as a whole is taught in English. Examination language is English. 

Department

Matematiska institutionen
Bergsten, C. m. fl (1997). Algebra för alla. Nämnaren Tema. Göteborg: NCM. - Bergsten, C. (2006). Euklides i nya kläder - om dynamiska geometriprogram. Svenska Matematikersamfundets medlemsutskick, maj. - Bergsten, C. (2008). Några aspekter av det matematiska formelspråket. I H. Lennerstad & C. Bergsten (red.), Matematiska språk. Stockholm: Santérus Förlag. - Blomhøj, M. (2000). Villkor för lärande i en datorbaserad matematikundervisning. I B. Grevholm (red.), Matematikdidaktik - ett nordiskt perspektiv (ss. 185-218). Lund. Studentlitteratur. - Likvärdig bedömning och betygsättning (s. 47-63), Skolverkets allmänna råd 2004, Skolverket. - MSU (2008). Mer än matematik- om språkliga dimensioner i matematikuppgifter. Stockholm. - Pettersson, A. (1997). Analys av elevernas arbeten med mer omfattande matematikuppgifter i år 9. Stockholm: PRIM-gruppen, Lärarhögskolan i Stockholm. - Dowling, P. (1996). A sociological analysis of school mathematics texts. Educational Studies in Mathematics, 31, 389-415. - Jablonka, E. (2003). Mathematical literacy. I A. Bishop et al (red.), Second international handbook of mathematics education, Part one (ss. 75-102). Dordrecht: Kluwer. - Wyndhamn, J., Riesbeck, E. & Schoultz, J. (2000). Problemlösning som metafor och praktik. Institutionen för tillämpad lärarkunskap, Linköpings universitet. (valda kapitel)
TSLF Applied social teaching skills U, G 1 credits
TDLF Applied didactical teaching skills U, G, VG 2.5 credits
SRE1 Written presentation U, G, VG 2.5 credits

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