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  • 1.
    Bergsten, Christer
    et al.
    Linköping University.
    Jablonka, Eva
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Klisinska, Anna
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    A remark on didactic transposition theory2010In: 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 (Refereed)
  • 2.
    Bergsten, Christer
    et al.
    Linköpings universitet.
    Jablonka, Eva
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Klisinska, Anna
    Reproduction and distribution of mathematical knowledge in higher education: constructing insiders and outsiders2010In: 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 (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.

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    FULLTEXT01
  • 3.
    Jablonka, Eva
    et al.
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Klisinska, Anna
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    A note on the institutionalization of mathematical knowledge or “What was and is the Fundamental Theorem of Calculus, really”?2011In: 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)
  • 4.
    Klisinska, Anna
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Clarkson type inequalities and geometric properties of banach spaces1999Licentiate 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.

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    FULLTEXT01
  • 5.
    Klisinska, Anna
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    The fundamental theorem of calculus: a case study into the didactic transposition of proof2009Doctoral 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.

    Download full text (pdf)
    FULLTEXT01
  • 6.
    Klisinska, Anna
    et al.
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Persson, Lars-ErikLuleå University of Technology, Department of Engineering Sciences and Mathematics, Mathematical Science.
    Selected topics in mathematics: proceedings of the First Nordic Summer School for Female PhD Students of Mathematics1997Collection (editor) (Other academic)
  • 7.
    Tossavainen, Timo
    et al.
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Johansson, Maria
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Faarinen, Ewa-Charlotte
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Klisinska, Anna
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Tossavainen, Anne
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Swedish Primary and Preprimary Student Teachers' Views Of Using Digital Tools in Preprimary Mathematics Education2018In: Journal of Technology and Information Education, ISSN 1803-537X, Vol. 10, no 2, p. 16-23Article in journal (Refereed)
    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.

1 - 7 of 7
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