Browsing by Author "Magnusson, Sofia"

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Matematiska bevis – Gymnasielärares tankar och uppfattningar
(2018) Magnusson, Sofia; Institutionen för matematiska vetenskaper
The aim of this quantitative study is to investigate Swedish upper secondary school teachers’ perception and thoughts concerning mathematical proofs. Four teachers working at the natural science and technology programmes were interviewed to shed light on the topic. The results showed that the teachers considered proofs to be appropriate educational content for students who intend to study mathematics or technical degrees at university, in line with earlier research. The teachers also considered the value of proof to be greater in relation to mathematics as a scientific subject rather than for their teaching and the mathematics in school. However, the explanatory and transfer functions of proof and proving were highly valued by the teachers. The contradiction of not valuing proofs as highly in education but still consider certain functions of proof important can be clarified by considering the teacher’s dilemma and how the teachers perceive the Swedish National Agency for Education directions for the National Tests. The teachers’ pay attentions to their pupils in their pedagogical choices and since not all student will pursue careers in mathematics or technology the result is that proofs play a diminished role in upper secondary school mathematics. Moreover, the teachers consider the instructions for assessment of the National Tests provided by the Swedish National Agency for Education to focus on certain cognitive levels of proof and proving. By considering these two factors we reach an understanding of how teachers perceive proof and what the effect are on the mathematic education at upper secondary school.
Matematiska Bevis -- Ett historiskt, matematiskt och didaktiskt pespektiv
(2016) Davidsson, Markus; Magnusson, Sofia; Institutionen för matematiska vetenskaper
This paper examines mathematical proof from a historical, mathematical and educational perspective. The aim is to investigate what role mathematical proofs play in mathematics and education today as well as give an historical background to the development of mathematical proof. The historical overview provides an insight to the significance of proof throughout the history of mathematics. Mathematical proof has always been a vital part of the foundations of mathematics and continue to be so today. Although, the definition of mathematical proof have become a much debated topic, especially in the educational research. Researchers feel that the traditional depiction of mathematical proof does not comply with how they are used and what form they have. There is an urge for a definition that include the social process of validating a proof. However, educational research suggest that the benefits of mathematical proof is applicable also to mathematics education. Educational researchers have found that proofs hold educational functions and examines if and how these can contribute to education. A philosophical approach to the function of mathematical proof suggest that proof are the bearers of all mathematical knowledge making proofs essential to education. On the contrary, education of proof at upper secondary school in Sweden is not a central part of the curriculum. The curriculum for mathematics barely contains the word proof at all and the core contests for numerous courses does not include mathematical proof. Educational research show that when it comes to education of proof there are several aspects to take into consideration. Aspects that affect both the education in itself and how students will understand mathematical proofs. In conclusion, educational research suggest that mathematical proof could have the same significance in education as it does in mathematics. However, the research show that the implement of proof in education is not as simple as it might seem and