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Klisinska, Anna
Publications (7 of 7) Show all publications
Tossavainen, T., Johansson, M., Faarinen, E.-C., Klisinska, A. & Tossavainen, A. (2018). Swedish Primary and Preprimary Student Teachers' Views Of Using Digital Tools in Preprimary Mathematics Education. Journal of Technology and Information Education, 10(2), 16-23
Open this publication in new window or tab >>Swedish Primary and Preprimary Student Teachers' Views Of Using Digital Tools in Preprimary Mathematics Education
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2018 (English)In: Journal of Technology and Information Education, ISSN 1803-537X, Vol. 10, no 2, p. 16-23Article in journal (Refereed) Published
Abstract [en]

Our study surveys Swedish primary and preprimary student teachers' (n=94) views of content and methods of mathematics education in preschool and, especially, of using digital tools in preprimary mathematics education. The views related to digital tools turned out to be clearly positive in general. Students who are strongly for using digital tools are also more sure in saying that mathematics education in preschool should be fun. However, they agree less with the claims such as mathematics lessons should be structured, or that the responsibility for the mathematics education of small children belongs mainly to their parents. Those students who were quite strongly for using digital tools agreed less with the claim that mathematics is one of the most important areas of preprimary education. The willingness to take responsibility for children's mathematical education from the parents was the most significant single factor to explain the participants' opinions about using digital tools.

Place, publisher, year, edition, pages
Palacky University Olomouc, 2018
Keywords
a digital tool, ICT, mathematics education, preprimary, primary, view
National Category
Didactics
Research subject
Mathematics Education
Identifiers
urn:nbn:se:ltu:diva-70617 (URN)10.5507/jtie.2018.007 (DOI)
Available from: 2018-08-28 Created: 2018-08-28 Last updated: 2023-09-04Bibliographically approved
Jablonka, E. & Klisinska, A. (2011). A note on the institutionalization of mathematical knowledge or “What was and is the Fundamental Theorem of Calculus, really”?. In: Bharath Sriraman (Ed.), The Montana Mathematics Enthusiast Monographs in Mathematics Education: Crossroads in the History of Mathematics and Mathematics Education (pp. 3-40). Charlotte, NC: Information Age Publishing, incorporated
Open this publication in new window or tab >>A note on the institutionalization of mathematical knowledge or “What was and is the Fundamental Theorem of Calculus, really”?
2011 (English)In: The Montana Mathematics Enthusiast Monographs in Mathematics Education: Crossroads in the History of Mathematics and Mathematics Education, Charlotte, NC: Information Age Publishing, incorporated , 2011, p. 3-40Chapter in book (Refereed)
Place, publisher, year, edition, pages
Charlotte, NC: Information Age Publishing, incorporated, 2011
Series
The Montana Mathematics Enthusiast, ISSN 1551-3440 ; 12
Keywords
mathematics education, history of mathematics, sociology of knowledge
National Category
Didactics
Research subject
Mathematics Education
Identifiers
urn:nbn:se:ltu:diva-21547 (URN)ff3dd659-c82b-44c7-a062-66ba17ef5754 (Local ID)978-1-61735-705-3 (ISBN)978-1-61735-704-6 (ISBN)ff3dd659-c82b-44c7-a062-66ba17ef5754 (Archive number)ff3dd659-c82b-44c7-a062-66ba17ef5754 (OAI)
Note

Validerad; 2011; 20111031 (evajab)

Available from: 2016-09-29 Created: 2016-09-29 Last updated: 2022-09-02Bibliographically approved
Bergsten, C., Jablonka, E. & Klisinska, A. (2010). A remark on didactic transposition theory (ed.). In: (Ed.), Christer Bergsten; Eva Jablonka; Tine Wedege (Ed.), Mathematics and mathematics education: Cultural and social dimensions: Proceedings of MADIF7, Stockholm, January 26-27, 2010 (pp. 58-68). Linköping: Svensk förening för MatematikDidaktisk Forskning - SMDF
Open this publication in new window or tab >>A remark on didactic transposition theory
2010 (English)In: Mathematics and mathematics education: Cultural and social dimensions: Proceedings of MADIF7, Stockholm, January 26-27, 2010 / [ed] Christer Bergsten; Eva Jablonka; Tine Wedege, Linköping: Svensk förening för MatematikDidaktisk Forskning - SMDF, 2010, p. 58-68Conference paper, Published paper (Refereed)
Place, publisher, year, edition, pages
Linköping: Svensk förening för MatematikDidaktisk Forskning - SMDF, 2010
Series
Skrifter från Svensk förening för matematikdidaktisk forskning, ISSN 1651-3274 ; 7
Keywords
Didactic transposition
National Category
Didactics
Research subject
Mathematics Education
Identifiers
urn:nbn:se:ltu:diva-40163 (URN)f2d0cbf5-96c9-4563-8f28-7e2d0a3890f3 (Local ID)91-973934-6-0 (ISBN)f2d0cbf5-96c9-4563-8f28-7e2d0a3890f3 (Archive number)f2d0cbf5-96c9-4563-8f28-7e2d0a3890f3 (OAI)
Note

Validerad; 2011; 20110112 (evajab)

Available from: 2016-10-03 Created: 2016-10-03 Last updated: 2022-10-19Bibliographically approved
Bergsten, C., Jablonka, E. & Klisinska, A. (2010). Reproduction and distribution of mathematical knowledge in higher education: constructing insiders and outsiders (ed.). In: (Ed.), Uwe Gellert; Eva Jablonka; Candia Morgan (Ed.), Proceedings of the Sixth International Mathematics Education and Society Conference: . Paper presented at International Mathematics Education and Society Conference : 20/03/2010 - 25/03/2010 (pp. 150-160). Berlin: Freie Universität Berlin, 1
Open this publication in new window or tab >>Reproduction and distribution of mathematical knowledge in higher education: constructing insiders and outsiders
2010 (English)In: Proceedings of the Sixth International Mathematics Education and Society Conference / [ed] Uwe Gellert; Eva Jablonka; Candia Morgan, Berlin: Freie Universität Berlin , 2010, Vol. 1, p. 150-160Conference paper, Published paper (Refereed)
Abstract [en]

The design and conduct of calculus courses has been and is an object of curricular debates and reforms. By the reconstruction of the establishment of the mathematical sub-area now called ‘calculus' and its fundamental theorem as a piece of institutionalized mathematical knowledge for the purpose of its reproduction, we reconsider the notion of knowledge recontextualization within the field of knowledge production by showing that standardization of knowledge evolves in a dynamic relationship with its production. Interviews with mathematicians suggest that they, as teachers, create different recontextualization principles. In undergraduate teaching calculus they suggest to include the criteria of the field of knowledge production (e.g. proof) for the future ‘insiders', while for those who will not pursue a career within this field, the ‘outsiders', the criteria change towards computational efficiency.

Place, publisher, year, edition, pages
Berlin: Freie Universität Berlin, 2010
National Category
Didactics
Research subject
Mathematics Education
Identifiers
urn:nbn:se:ltu:diva-40689 (URN)fe93fb90-5442-11df-a0f4-000ea68e967b (Local ID)fe93fb90-5442-11df-a0f4-000ea68e967b (Archive number)fe93fb90-5442-11df-a0f4-000ea68e967b (OAI)
Conference
International Mathematics Education and Society Conference : 20/03/2010 - 25/03/2010
Note
Godkänd; 2010; 20100430 (ysko)Available from: 2016-10-03 Created: 2016-10-03 Last updated: 2023-09-06Bibliographically approved
Klisinska, A. (2009). The fundamental theorem of calculus: a case study into the didactic transposition of proof (ed.). (Doctoral dissertation). Luleå: Luleå tekniska universitet
Open this publication in new window or tab >>The fundamental theorem of calculus: a case study into the didactic transposition of proof
2009 (English)Doctoral thesis, comprehensive summary (Other academic)
Abstract [en]

The relationship between academic mathematics as practiced by researchers at universities and classroom mathematics (the mathematical practices in classrooms in primary, lower and upper secondary education as well as in undergraduate university education) is a fundamental question in mathematics education. The focus of the study presented here is on how this relationship is seen from the perspective of mathematics education and by researching mathematicians, with a focus on proof. The Fundamental Theorem of Calculus (FTC) and its proof provide an illuminating but also curious example. The propositional content of the statements, which are connected to this name, varies. Consequently, also the proofs differ. The formulations of different versions of "the" FTC cannot be understood in isolation from its historical and institutional context. The study comprises a historical account of the invention of the FTC and its proof, including its appearance in calculus textbooks. Interviews with researching mathematicians from different sub-fields provide a picture of what meaning and relevance they attribute to the FTC. The outcomes of the historical account and the data about the mathematicians' views are discussed from the perspective of the theory of didactic transposition.

Abstract [sv]

Relationen mellan den akademiska matematiken, så som den praktiseras av forskare vid universiteten, och matematiken i klassrum (så som den praktiseras i grundskola och gymnasium samt på grundläggande högskolenivå) är en grundläggande fråga inom matematikdidaktiken. Föreliggande studie har som fokus hur denna relation betraktas, dels från ett matematikdidaktisk perspektiv, dels från forskande matematikers perspektive, med ett särskilt fokus på bevis. Analysens huvudsats och dess bevis kommer här att tjäna som ett exempel. Det matematiska innehållet i satserna som förbinds med detta namn varierar. En konsekvens härav är att bevisen är olika. Formuleringarna av de olika varianterna av analysens huvudsats kan bara förstås i sitt historiska och i sitt utbildnings sammanhang.Studien utgörs av en historisk redogörelse för utvecklingen av analysens huvudsats och dess bevis, inklusive dess plats i läroböcker. Intervjuer med forskande matematiker inom olika delar av matematiken ger en bild av vilken betydelse och relevans de tillskriver huvudsatsen. Resultaten från den historiska redogörelsen och från erhållna empiriska data om deltagarnas uppfattningar diskuteras utifrån teorin om didaktisk transposition.

Place, publisher, year, edition, pages
Luleå: Luleå tekniska universitet, 2009. p. 162
Series
Doctoral thesis / Luleå University of Technology 1 jan 1997 → …, ISSN 1402-1544
National Category
Didactics
Research subject
Mathematics Education
Identifiers
urn:nbn:se:ltu:diva-17879 (URN)5ad10d00-3881-11de-9b53-000ea68e967b (Local ID)978-91-86233-46-4 (ISBN)5ad10d00-3881-11de-9b53-000ea68e967b (Archive number)5ad10d00-3881-11de-9b53-000ea68e967b (OAI)
Public defence
2009-05-29, D2222, D-huset, Luleå tekniska universitet, Luleå, 10:00
Opponent
Available from: 2016-09-29 Created: 2016-09-29 Last updated: 2023-11-29Bibliographically approved
Klisinska, A. (1999). Clarkson type inequalities and geometric properties of banach spaces (ed.). (Licentiate dissertation). Luleå: Luleå tekniska universitet
Open this publication in new window or tab >>Clarkson type inequalities and geometric properties of banach spaces
1999 (English)Licentiate thesis, monograph (Other academic)
Abstract [en]

In this thesis Clarkson's inequalities and their generalizations are the main tools. The technique that can be used to prove Clarkson type inequalities in more dimensions is shown. We also establish Clarkson type inequalities in general Banach spaces and point out the connections between Clarkson's inequalities and the concept of type and cotype. The classical results on the von Neumann-Jordan constant, closely related to Clarkson's inequalities, are shortly presented. The concepts of moduli of convexity and smoothness, which are connected with the geometry of Banach spaces, are discussed. Some equivalent ways of describing modulus of convexity and some properties of this function are formulated. The estimation of the modulus of convexity for L(p)-spaces is presented as well. Finally, several examples of moduli of convexity and smoothness for different spaces are described.

Place, publisher, year, edition, pages
Luleå: Luleå tekniska universitet, 1999. p. 92
Series
Licentiate thesis / Luleå University of Technology, ISSN 1402-1757 ; 1999:68
National Category
Mathematical Analysis Didactics
Research subject
Mathematics; Mathematics Education
Identifiers
urn:nbn:se:ltu:diva-25946 (URN)bd3825f0-d6e5-11db-8550-000ea68e967b (Local ID)bd3825f0-d6e5-11db-8550-000ea68e967b (Archive number)bd3825f0-d6e5-11db-8550-000ea68e967b (OAI)
Note

Godkänd; 1999; 20070320 (ysko)

Available from: 2016-09-30 Created: 2016-09-30 Last updated: 2020-06-11Bibliographically approved
Klisinska, A. & Persson, L.-E. (Eds.). (1997). Selected topics in mathematics: proceedings of the First Nordic Summer School for Female PhD Students of Mathematics (ed.). Luleå: Luleå tekniska universitet
Open this publication in new window or tab >>Selected topics in mathematics: proceedings of the First Nordic Summer School for Female PhD Students of Mathematics
1997 (English)Collection (editor) (Other academic)
Place, publisher, year, edition, pages
Luleå: Luleå tekniska universitet, 1997. p. 110
National Category
Didactics Mathematical Analysis
Research subject
Mathematics Education; Mathematics
Identifiers
urn:nbn:se:ltu:diva-21700 (URN)bb7929e0-910b-11dc-9a81-000ea68e967b (Local ID)91-630-5187-7 (ISBN)bb7929e0-910b-11dc-9a81-000ea68e967b (Archive number)bb7929e0-910b-11dc-9a81-000ea68e967b (OAI)
Note
Godkänd; 1997; 20071112 (evan)Available from: 2016-09-29 Created: 2016-09-29 Last updated: 2020-06-11Bibliographically approved
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