Browsing by Author "Bekamp, Monik"

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    Geometriundervisning i skolan -- Ett historiskt ämne i modern miljö
    (2016) Bekamp, Monik; Gegerfelt, Jesper; Green, Daniel; Institutionen för matematiska vetenskaper
    This paper is an overview of scientific literature that seeks to provide understanding of how different aspects affect Swedish geometry lessons, with the aim to give a better understanding of what is required in order to create a successful teaching in geometry. The paper consists of theories concerning how children learn geometry (Piaget’s and van Hiele’s theories about development through characterized levels), different types of geometry lessons (laboratory teaching, textbook centered lessons, laboratory lessons and lessons based on open problems), the geometry curriculum for Swedish Upper Secondary School as well as “hands on” geometry lessons. The paper also includes a historical description of geometry and teaching in geometry. This in order to better understand how the presence of geometry in different societal and pedagogical contexts has affected schools in historical and modern times. The text also presents two proofs of the Pythagorean theorem because this proposition can be considered a conjunction between a discovery of great historical importance and the mathematical content of today’s schools.
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    Muntlig kommunikation i nationella prov i matematik – En kvalitativ studie utifrån lärarperspektiv och elevperspektiv
    (2018) Bekamp, Monik; Institutionen för matematiska vetenskaper
    The purpose of this study is to investigate and analyse both upper secondary math teachers’ and students’ points of view when it comes to oral communication in the national test in mathematics. The study was conducted using a qualitative approach where five math teachers, a student assistant for students with autism spectrum disorder (ASD), four upper secondary students and two upper secondary students with ASD were interviewed. The result was analysed by using a phenomenographic data analysis. The result showed that teachers used the oral part of the national test in mathematics as a backup assessment, especially for students who are in between two grade levels. Most educators in this study tend to stress the importance of the other skills, instead of communication skills in math, especially for students with ASD. Most students in this study would prefer to have extra time and receive direct constructive criticism during the oral test. It was impossible to separate communication skills from the other skills in math. Math teachers should consider the oral test as an alternative assessment for some students. A didactical consequence of this is that peer work amongst teachers should be promoted. Teachers in mathematics can, via discussion, gain a better understanding of how to implement the oral part of the national test in mathematics.