Monday seminars will normally be arranged on Mondays at 13.15 in J3-052.
Let me know if you want to do a presentation on Monday Seminar.
Reification and management of different representations in mathematical analysis: focus on the asymptotic behavior of the functions
By Giada Viola, PhD reserch fellow from University of Ferrarta
Abstract
The research is focused on studying the learning processes of university students on specific topics in mathematical analysis and aims to investigate the role of the representations and their use in solving processes about university level problems. Specifically, goal of the project is to explore the reification process related to the specific area of asymptotic behavior of function.
The main theoretical lens that framed the first phase of the research project and designed the next phase reification theory of Sfard, coordinated with Duval's theory of semiotic representations and Radford's theory of objectification. The two aspects characterizing the process of reification are the process and the object; Radford's objectification theory was used to analyze the process, while Duval's semiotic representations theory was used to investigate the object. The combination of these two theoretical approaches allows for capturing the phenomenon of reification as a complementarity between process and object. In fact, one of the difficulties of the reification process is considering process and object as two complementary aspects of the same mathematical concept. These theoretical approaches provide the opportunity to examine in-depth how students conceive specific mathematical concepts, allowing the analysis of the ways in which they use different forms of representation to express them. The research questions guiding this study are as follows: How does the complementarity of process and object influence students' ability to approach the asymptotic behavior of functions? How do different registers of representation influence the management of this complementarity?
During first phase of the study, the pilot study a questionnaire was administered to 129 students. In order to delve into the research problem, two versions of the same question characterized by different semiotic representations, algebraic and graphical, were designed. The analysis of the responses provided shows that the presence of different semiotic representations had an impact on both the percentages of correct responses and the choice and implementation of problem-solving strategies. To further investigate the problem-solving processes and their relationship with semiotic representations, interviews were conducted with a subgroup of students who completed the questionnaire. The interviews conducted were semi-structured: some questions were predetermined based on the responses provided by the students in the questionnaire, while others were formulated based on the students' responses during the interview. The initial results of the research show that the management of representations is linked to the process-object complementarity. Results obtained in the pilot study allowed to formulate research questions and to outline the next experimental phase. Specifically, task-based interviews are being conducted where the focus is on the analysis of the resolution processes activated during the solving process of problems of mathematical analysis.
Preliminary plan for Monday Seminar spring 2024
March
4
11
18 Giada Viola, PhD from University of Ferrarta
(Master Seminar the 19th of March)
25 No Monday Seminar due to Easter
April
1 No Monday Seminar due to Easter. Master Seminar GLU 2nd and 3rd of April.
8
15
19 90% seminar Ida Maria Landgärds-Tarvoll
22
29
May
6
13
15
20 No Monday Seminar, Pentecost
27 Department Seminar Hovden 29.-31. May
June
3 NORMA conference 4th to 7th of June
10
17 90% seminar Henrik Stigberg
Summer School MaScE June 17-21
24
CERME presentations
Title: The modelling cycle as analytic research tool and how it can be enriched beyond the cognitive dimension
Authors: Pauline Vos and Peter Frejd (University of Linköping, Sweden)
Title: ‘Reasoning’ in national curricula and standards
Author: David Reid
CERME presentations
Title: A resource approach to mathematics teacher education
Author. Amalie Sødal
Title: Prospective elementary teachers’ selection of mathematical tasks
Author: Cengiz Alacaci
First-year seminar
Title:
Digital fabrication for mathematics teachers as a resource for concretizing abstract concepts in mathematics education.
CERME presentations
Author: Yuriy Rogovchenko
Title: Conceptual understanding of solutions to differential equations: How do assessment tasks promote it?
MERGA Strand 3 - Mathematics teaching and learning in kindergarten and early school years will present their group and their work.
By Martin Carlsen
International Comparative Study on the Influences of Ordinary Language in Mathematical Argumentation in Mathematics Classrooms
By David Reid, professor, UiA
Whatever does it mean to ’turn social’?
By Jeppe Skott, Professor, Linnaeus University and University of Agder
Participation in Argumentation
By Christine Knipping, professor, University of Bremen and University of Agder
Presentation of NORMA-paper
By Martin Carlsen, professor and Svanhild Breive, posdoc, University of Agder.
NORMA-presentations by Irene Skoland Andreassen, PhD candidate, Stig Eriksen, Assistant professor, Anders Wiik PhD candidate, Hans Kristian Nilsen, Associate professor and Pauline Vos, professor at University of Agder
Characterizing the relevance of mathematics as perceived by grade 8 students in a workplace related project
By Irene Skoland Andreassen, Hans Kristian Nilsen and Pauline Vos, University of Agder
Evaluating example tasks against the new core elements for grade 11 in Norway – what do tasks communicate
By Stig Eriksen and Pauline Vos, University of Agder
Trends in everyday mathematics:The case of newspaper weather forecasts
By Anders Wiik, PhD University og Agder
Grade 8 students creating Sankey diagrams to model, visualize and communicate complex processes
By Pauline Vos, University of Agder & Peter Frejd, Linköping University
Thinking about aesthetics in school mathematics: A new perspective on instructional tasks
By Cengiz Alacaci, professor, University of Agder
MATHEMATICS CLASSROOM ARGUMENTATION: AN INTERACTIONAL PERSPECTIVE
By Markos Dallas, PhD research fellow, UiA
Towards an improved performance in a first-year undergraduate calculus course
By Yusuf F. Zakariya, Postdoc, University of Agder
Mathematics teaching in the Danish kindergarten class with a special focus on dialogic teacher-students interactions
By Birgitte Henriksen, PhD Research fellow, Aarhus University, Faculty of Didactics, Denmark; bhen@edu.au.dk
The use of technological tools for modelling realistic problems at the secondary school level: A socio-cultural perspective
Reactor: Martin Carlsen, professor, UiA
Supervisors: Said Hadjerrouit, Professor and John Monaghan, professor, UiA.
Presentation of Master projects
Komparativ studie: Hvilke utfordringer møter elever i 2P,S1 og R1 når de skal konvertere mellom fire ulike semiotiske representasjoner
By Anne Refsnes, master student UiA
Supervisor: Claire Berg
Problemløsing i matematikklærebøker for ungdomstrinnet
By Heidi Marie Skregelid Tredal, master student, UiA
Supervisor: Kristina Raen
About various teaching experiments for undergraduate mathematics
by Alfons Van Daele (University of Leuven, Belgium)
Reflecting on the value of mathematics in an interdisciplinary STEM course
by Nelleke den Braber (NHL Stenden University of Applied Sciences)
Measuring in-service teachers’ ability to analyse their students’ mathematical argumentation
by Cornelia Brodahl, Niclas Larson, Unni Wathne and Kirsten Bjørkestøl
Digital resources in mathematics education at the tertiary level: Opportunities and challenges
by Said Hadjerrouit, professor, UiA
Multimodal Algebra Learning: Insights from past research and goals for the future.
by David Reid, professor UiA
Playful Learning in Early Mathematics in School – PLEMAS
By Martin Carlsen, professor, UiA
Algebra Learning: Generalizing, Expressing, Balancing, Reasoning and Argumentation– ALGEBRA
By David A Reid, professor, UiA
First year seminar with Irene Skoland Andreassen, PhD research fellow, UiA
Ungdomsskoleelevers matematikkerfaringer gjennom prosjekter i tilknytning til en bedrift
Reactor: Professor Roger Säljö
Supervisors: Associate professor Hans Kristian Nilsen and Professor Pauline Vos
CULTURAL TRANSPOSITION: how to exploit ideas / results from one culture to another in mathematics education.
By Maria Giuseppina Bartolini, Professor, University of Modena and Reggio Emilia, Italy
From using artefacts to mathematical meanings: the teacher’s role in the semiotic mediation process
By Maria Alessandra Mariotti – Università di Siena- Italy
The Ethics of Mathematics and its Uses in Education and Society
By Professor Paul Ernest, University of Exeter, UK
How can we know whether it is a proof?
By Tommy Dreyfus, Professor, Tel Aviv University
Investigating similar triangles using student-produced videos
By Anders Støle Fidje, Assistant professor UiA
Characterising the mathematical discourse in a kindergarten
By Per Sigurd Hundeland, Martin Carlsen and Ingvald Erfjord, UiA
An introduction to Abstraction in Context
Tommy Dreyfus, Professor, Tel Aviv University
Construction of Knowledge in Classrooms
By Tommy Dreyfus, Professor, Tel Aviv University
A case study on mathematical routines in undergraduate biology students’ group-work
By Floridona Tetaj, PhD research fellow
Primary Mathematics classroom argumentation context
By Markos Dallas, PhD research fellow
MathTrails
By Nils F. Buchholtz, associate professor UiO
Ten years journey in mathematics education: Iran, New Zealand, and Norway
By Farzad Radmehr, postdoc, UiA
Bruk av podcasts i et matematikkurs ved UiA og analyse av eksamensresultat
Ved Kirsten Bjørkestøl, førsteamanuensis, UiA
Comparative judgement as a learning tool in university mathematics: Students’ views of benefits and drawbacks
By Niclas Larson, University of Agder
Students of Development Studies learning about modelling and simulations as a research approach in their discipline
By Amrit Poudel, PhD research fellow
Grade 8 students learning to visualize and mathematically model industrial processes through Sankey diagrams
By Pauline Vos, Professor UiA
Developing a survey instrument to explore the incidence of active learning approaches in higher mathematics education
By Simon Goodchild, professor UiA
First-year engineering students’ reflections on integration and the Fundamental Theorem of Calculus
By Hans Kristian Nilsen, associate professor, UiA
Introduction to MERGA, PAMAR, MatRIC and Department
By Martin Carlsen, Yuriy Rogovchenko, Simon Goodchild and Ingvald Erfjord
Mathematics crossing borders: Integrating mathematics with other disciplines in teacher education
By Merrylin Goos, Professor, University of Limerick, Ireland
Department meeting with rector and vice-rectors.
First year seminar, Yusuf Feyisara Zakariya
Undergraduate students’ performance in mathematics: Singular and combined effects of learning approaches, self-efficacy, and prior mathematics knowledge.
Reactor: Professor Matthew Inglis, Mathematics Education Centre, Loughborough University, United Kingdom.
Attempting to unpack mathematics teacher education: Competencies for reflection
By Cengiz Alacaci, professor, University of Agder
Networking of Theories: Looking at the past, the current and possible future developments
By Angelika Bikner-Ahsbahs, professor at University of Bremen
Presentation of Master Projects
Assessing the Affordances and Constraints of Numbas for Mathematics Teaching and Learning.
By Celestine Ifeanyi Nnagbo, master student, UiA
Academic advisor: Said Hadjerrouit
Using eye-tracking to understand inductive reasoning
By Besjona Shkurti, master student, UiA
Academic advisor 1: Yuriy Rogovchenko
Academic advisor 2: Cengiz Alacaci
“Towards personalised computer simulations of cancer treatment” by Dr. Alvaro Köhn-Luque, University of Oslo.
Ansvarlig for siden: webredaksjonen@uia.no