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  • 1.
    Bergsten, Christer
    et al.
    Linköping University.
    Jablonka, Eva
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik, språk och Ämnesdidaktik.
    Interpreting students' reasoning through the lens of two different languages of description: integration or juxtaposition?2010Inngår i: Proceedings of the Sixth Congress of the European Society for Research in Mathematics Education: January 28th - February 1st 2009 / [ed] Viviane Durand-Guerrier; Sophie Soury-Lavergne; Ferdinando Arzarello, Institut National de Recherche Pédagogique , 2010, s. 1555-1564Konferansepaper (Fagfellevurdert)
    Abstract [en]

    This contribution exemplifies the interpretation of a common set of data by using two languages of description originating from different theoretical perspectives. One account uses categories from a psychological and the other from a sociological perspective. The interpretations result in different explanations for the students' struggles with sense making. However, the results cannot be integrated into a combined insight, but only be juxtaposed.

    Fulltekst (pdf)
    FULLTEXT01
  • 2.
    Bergsten, Christer
    et al.
    Linköping University.
    Jablonka, Eva
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik, språk och Ämnesdidaktik.
    Klisinska, Anna
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik, språk och Ämnesdidaktik.
    A remark on didactic transposition theory2010Inngår i: 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, s. 58-68Konferansepaper (Fagfellevurdert)
  • 3.
    Bergsten, Christer
    et al.
    Linköpings universitet.
    Jablonka, Eva
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik, språk och Ämnesdidaktik.
    Klisinska, Anna
    Reproduction and distribution of mathematical knowledge in higher education: constructing insiders and outsiders2010Inngår i: Proceedings of the Sixth International Mathematics Education and Society Conference / [ed] Uwe Gellert; Eva Jablonka; Candia Morgan, Berlin: Freie Universität Berlin , 2010, Vol. 1, s. 150-160Konferansepaper (Fagfellevurdert)
    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.

    Fulltekst (pdf)
    FULLTEXT01
  • 4. Clarke, D.
    et al.
    Jablonka, Eva
    Williams, G.
    The configuration and analysis of complex classroom data using vprism2002Inngår i: Proceedings of the tenth annual meeting of the Southern African Association for Research in Mathematics, Science and Technology Education: SAARMSTE / [ed] C. Malcolm; C. Lubisi, University of Natal , 2002, Vol. 4, s. 10-14Konferansepaper (Fagfellevurdert)
  • 5. Clarke, D.
    et al.
    Mesiti, C.
    Jablonka, Eva
    Mok, I.
    Addressing the challenge of legitimate international comparisons: lesson structure in the USA, Germany and Japan2006Inngår i: Making Connections: Comparing Mathematics Classrooms Around the World, Rotterdam: Sense Publishers, 2006, s. 23-46Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 6. Clarke, David
    et al.
    Eamnuelsson, Jonas
    Göteborgs universitet.
    Jablonka, Eva
    Mok, Ida
    Hong Kong University.
    The learner's perspective study and international comparisons of classroom practice2006Inngår i: Making Connections: Comparing Mathematics Classrooms Around the World, Rotterdam: Sense Publishers, 2006, s. 1-22Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 7.
    Clarke, David
    et al.
    ICCR.
    Emanuelsson, JonasGöteborgs universitet.Jablonka, EvaMok, IdaUniversity of Hongkong.
    Making connections: comparing mathematics classrooms around the world2006Collection/Antologi (Annet vitenskapelig)
  • 8.
    Clarke, David
    et al.
    International Centre for Classroom Research, University of Melbourne, 109 Barry Street, Carlton, Vic. 3053, Australia.
    Mesiti, Carmel
    International Centre for Classroom Research, University of Melbourne, 109 Barry Street, Carlton, Vic. 3053, Australia.
    O'Keefe, Catherine
    International Centre for Classroom Research, University of Melbourne, 109 Barry Street, Carlton, Vic. 3053, Australia.
    Xu, Li Hua
    International Centre for Classroom Research, University of Melbourne, 109 Barry Street, Carlton, Vic. 3053, Australia.
    Jablonka, Eva
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik, språk och Ämnesdidaktik.
    Mok, Ida Ah Chee
    University of Hong Kong, Hong Kong SAR, China.
    Shimizu, Yoshinori
    University of Tsukuba, Japan.
    Addressing the challenge of legitimate international comparisons of classroom practice2007Inngår i: International Journal of Educational Research, ISSN 0883-0355, E-ISSN 1873-538X, Vol. 46, nr 5, s. 280-293Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    In this article, we address the choice of suitable instructional units that might serve as the basis for cross-cultural analyses of classroom practice. Our argument draws on analyses undertaken as part of the Learner's Perspective Study (LPS). The database comprised a three-camera video record of sequences of 10 consecutive lessons in each classroom, supplemented by post-lesson video-stimulated interviews with teachers and students: a total of over 180 videotaped lessons, over 50 teacher interviews and almost 400 student interviews. The results of these analyses challenge the suitability of the lesson as the unit of comparative analysis. In particular, the location of the lesson in the topic sequence is seen to be a key influence on the lesson's structure, critically affecting the teacher's deployment of the constituent activities that we have called ‘lesson events.' The lesson event is proposed as an alternative unit of international comparative analysis of classroom practice.

  • 9. Feichtinger, H.G.
    et al.
    Jablonka, Eva
    Winter, H.
    Mathematisches Know-How in Österreich: Angebot und Nachfrage. Projektbericht1989Rapport (Annet vitenskapelig)
  • 10. Gellert, U.
    et al.
    Jablonka, Eva
    Ansätze zur Konzeption von Geometrielehrveranstaltungen in der Ausbildung von Primarstufenlehrerinnen1998Inngår i: Beiträge zum Mathematikunterricht: Vorträge auf der 32. Tagung für Didaktik der Mathematik vom 2. bis 6. März 1998 in München / [ed] Michael Neubrand, Hildesheim: Franzbecker , 1998, s. 216-219Konferansepaper (Fagfellevurdert)
  • 11. Gellert, U.
    et al.
    Jablonka, Eva
    Numeracy: Teil I1999Inngår i: Beiträge zum Mathematikunterricht: Vorträge auf der 33. Tagung für Didaktik der Mathematik vom 1. bis 5. März 1999 in Bern / [ed] Michael Neubrand, Hildesheim: Franzbecker , 1999, s. 201-204Konferansepaper (Fagfellevurdert)
  • 12. Gellert, U.
    et al.
    Jablonka, Eva
    Tasks and questions used in international assessment of mathematical literacy2002Inngår i: Mathematical Literacy in the Digital Era: Proceedings of the 53rd Conference of the Commission Internationale pour l'Etudeet l'Amélioration de l'Enseignement des Mathematiques, CIEAEM 53 / [ed] L. Bazzini; C. Whybrow-Inchley, Ghisetti , 2002, s. 114-118Konferansepaper (Fagfellevurdert)
  • 13. Gellert, U.
    et al.
    Jablonka, Eva
    Testing the validity of test items2002Inngår i: Mathematical Literacy in the Digital Era: Proceedings of the 53rd Conference of the Commission Internationale pour l'Etudeet l'Amélioration de l'Enseignement des Mathematiques, CIEAEM 53 / [ed] L. Bazzini; C. Whybrow-Inchley, Ghisetti , 2002, s. 327-331Konferansepaper (Fagfellevurdert)
  • 14. Gellert, U.
    et al.
    Jablonka, Eva
    Keitel, C.
    Mathematical Literacy and Common Sense in Mathematics Education2001Inngår i: Sociocultural research on mathematics education: an international perspective, Boston: IEEE Communications Society, 2001, s. 57-73Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 15.
    Gellert, Uwe
    et al.
    Universität Hamburg.
    Jablonka, Eva
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik, språk och Ämnesdidaktik.
    “I am not talking about reality”: word problems and the intricacies of producing legitimate text2009Inngår i: Words and worlds: Modelling verbal descriptions of situations, Rotterdam: Sense Publishers, 2009, s. 39-53Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 16.
    Gellert, Uwe
    et al.
    Universität Hamburg.
    Jablonka, EvaLuleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik, språk och Ämnesdidaktik.
    Mathematization and demathematization: social, philosophical and educational ramifications2007Collection/Antologi (Annet vitenskapelig)
  • 17.
    Gellert, Uwe
    et al.
    Universität Hamburg.
    Jablonka, Eva
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik, språk och Ämnesdidaktik.
    The demathematising effect of technology: calling for critical competence2009Inngår i: Critical issues in mathematics education, Charlotte, NC: Information Age Publishing, 2009, s. 19-24Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 18. Gellert, Uwe
    et al.
    Jablonka, EvaLuleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik, språk och Ämnesdidaktik.Morgan, Candia
    Proceedings of the Sixth International Mathematics Education and Society Conference: Berlin, March 20-25, 20102010Collection/Antologi (Annet vitenskapelig)
  • 19. Jablonka, Eva
    Aktivitet: Encyclopedia of Mathematics Education2012Annet (Annet (populærvitenskap, debatt, mm))
    Abstract [en]

    The Encyclopedia is intended to be a comprehensive reference text, covering every topic in the field with entries ranging from short descriptions to much longer pieces where the topic warrants more elaboration. The entries will provide access to theories and to research in the area and will refer to some of the leading publications for further reading.

  • 20. Jablonka, Eva
    Alltagsvorstellungen zum Mathematikunterricht in der Lehrerausbildung2000Inngår i: Jahrbuch Grundschulforschung, Bad Heilbrunn: Verlag Julius Klinkhardt, 2000, s. 275-282Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 21. Jablonka, Eva
    Anwendungsorientierung im Mathematikunterricht: Didaktische Möglichkeiten - verpasste Chancen2001Inngår i: Mathematik und Mensch: Sichtweisen der allgemeinen Mathematik, Mühltal: Verlag Allgemeine Wisssenschaft , 2001, s. 83-98Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 22. Jablonka, Eva
    Constraints and affordances of reasoning discourses in mathematics classrooms: examples from Germany, Hong Kong and the United States2003Konferansepaper (Fagfellevurdert)
    Fulltekst (pdf)
    FULLTEXT01
  • 23. Jablonka, Eva
    Die Integration von Wissen als ein zentrales Problem in der Ausbildungvon Primarstufenlehrerinnen1998Inngår i: Beiträge zum Mathematikunterricht: Vorträge auf der 32. Tagung für Didaktik der Mathematik vom 2. bis 6. März 1998 in München / [ed] Michael Neubrand, Hildesheim: Franzbecker , 1998, s. 327-330Konferansepaper (Fagfellevurdert)
  • 24. Jablonka, Eva
    Good problems - not only a question of (good) taste2001Inngår i: Modelling and mathematics education: ICTMA 9 ; applications in science and technology ; [...papers presented at the 9th International Conference on the Teaching of Mathematical Modelling and Applications held in Lisbon in August 1999...] / [ed] Joăo Filipe Matos, Chichester: Albion Publ , 2001, s. 305-316Konferansepaper (Fagfellevurdert)
  • 25.
    Jablonka, Eva
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik, språk och Ämnesdidaktik.
    Het alledaagse en het formele in de wiskundeles: confrontatie of verzoening?2009Inngår i: Nieuwe Wiskrant, ISSN 0928-7167, Vol. 29, nr 2, s. 17-23Artikkel i tidsskrift (Fagfellevurdert)
  • 26. Jablonka, Eva
    Hidden messages in school mathematics texts2000Konferansepaper (Fagfellevurdert)
    Abstract [en]

    An analysis of the TIMSS released mathematics items as well as of about a hundred examples of applications of school mathematics from textbooks and teaching materials (from countries with advanced economies) reveals different ways of how values are assumed in school mathematics. It will be argued that this is indicative of the fact that the different levels of mathematics education are aiming at an introduction into rather than at an evaluation or critique of the various practices of applying mathematics. The various differing practices of using mathematics may be conceptualised in terms of different areas of application and associated aims, of different perceptions of the relation of the mathematical concepts to "reality".To identify which practices are indexed by the texts and to get a basis for analysing the implicit aims and perceptions of mathematics, the content of the problem statements and questions, as well as some textual features were investigated. The categories that emerged in the course of the investigation were used for further analysis.It will be suggested that genuine examples of applications, especially those pointing to aspects of social life strongly influenced by mathematics, can provide a source for reflecting and assessing the use of mathematics. This critical evaluation requires critiquing both the application of a model and the appropriateness of that model to the particular context.

  • 27.
    Jablonka, Eva
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik, språk och Ämnesdidaktik.
    Hur blir man bäst eller sämst i klassen?: Uppkomst av skillnader i prestationsförmåga i matematik – en empirisk studie i klassrumspraktik2011Inngår i: Resultatdialog 2011, Strockholm: Vetenskapsrådet , 2011, s. 63-68Kapittel i bok, del av antologi (Annet (populærvitenskap, debatt, mm))
    Fulltekst (pdf)
    FULLTEXT01
  • 28. Jablonka, Eva
    Mathematical literacy2003Inngår i: Second International Handbook of Mathematics Education, Berlin: Encyclopedia of Global Archaeology/Springer Verlag, 2003, s. 77-104Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 29.
    Jablonka, Eva
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik, språk och Ämnesdidaktik.
    Mathematical Literacy: die Verflüchtigung eines ambitionierten Testkonstrukts2007Inngår i: Pisa & Co: Kritik eines Programms, Hildesheim, Berlin: Franzbecker , 2007, 2. erweiterete, s. 249-282Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 30. Jablonka, Eva
    Mathematical Literacy: die Verflüchtigung eines ambitionierten Testkonstrukts in bedeutungslose PISA-Punkte2006Inngår i: Pisa & Co: Kritik eines Programms, Hildesheim,Berlin: Franzbecker , 2006, s. 155-186Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 31.
    Jablonka, Eva
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik, språk och Ämnesdidaktik.
    Mathematics for all: Why? What? When?2009Inngår i: Nordic Research in Mathematics Education: Proceedings from NORMA08 in Copenhagen, April 21-April 25, 2008 / [ed] Carl Winsløw, Rotterdam: Sense Publishers, 2009, s. 293-305Konferansepaper (Fagfellevurdert)
  • 32. Jablonka, Eva
    Mathematische Modellbildung und Metawissen1995Inngår i: Beiträge zum Mathematikunterricht: Vorträge auf der 29. Tagung für Didaktik der Mathematik vom 6. bis 10. März 1995 in Kassel / [ed] Kurt Peter Müller, Hildesheim: Franzbecker , 1995, s. 264-267Konferansepaper (Fagfellevurdert)
  • 33. Jablonka, Eva
    Meta-Analyse von Zugängen zur mathematischen Modellbildung und Konsequenzen für den Unterricht1996Doktoravhandling, med artikler (Annet vitenskapelig)
  • 34. Jablonka, Eva
    Motivations and meanings of students' actions in six classrooms from Germany, Hong Kong and the United States2005Inngår i: ZDM - the International Journal on Mathematics Education, ISSN 1863-9690, E-ISSN 1863-9704, nr 5, s. 371-378Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This article presents an analysis of about 100 interviews with students from eight-grade classrooms in Berlin, Hong Kong and San Diego that reconstructs student motivations and the meanings they attribute to classroom activities. The data of the six classrooms were produced in the Learner's Perspective Study (LPS). The LPS is an international collaboration of researchers investigating practices in eighthgrade mathematics classrooms in 13 countries. Although not the central focus of the research, the case study of six classrooms revealed a variety of students' beliefs and perceptions, which are the focus of this article. These correspond to the possibilities the classroom practices offer. The study also reveals some similarities among student motives and concerns across classrooms. The findings are an important reminder that basing a curriculum upon an alternative vision calls for changing mathematical content as well as the social relations that are established through teaching methods and principles of evaluation.

  • 35. Jablonka, Eva
    On the role of 'context' in school mathematics2002Inngår i: Proceedings of the tenth annual meeting of the Southern African Association for Research in Mathematics, Science and Technology Education: SAARMSTE / [ed] C. Malcolm; C. Lubisi, University of Natal , 2002, Vol. 3, s. 135-140Konferansepaper (Fagfellevurdert)
  • 36. Jablonka, Eva
    Perceptions of mathematics and reality in TIMSS mathematics items2000Inngår i: Cultural diversity in mathematics (education): CIEAEM 51 / [ed] Afzal Ahmed; Honor Williams ; Jean Marie Kraemer, Chichester: Albion Publ , 2000, s. 127-132Konferansepaper (Fagfellevurdert)
  • 37.
    Jablonka, Eva
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik, språk och Ämnesdidaktik.
    Reflections on mathematical modelling2010Inngår i: Critical mathematics education: Past, present and future, Rotterdam: Sense Publishers, 2010, s. 89-100Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 38.
    Jablonka, Eva
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik, språk och Ämnesdidaktik.
    Research in mathematics education – an appendix of mathematics or of educational science?2011Inngår i: Voices on learning and instruction in mathematics, Göteborg: Nationellt centrum för matematikutbildning, Göteborgs universitet , 2011, s. 51-61Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 39. Jablonka, Eva
    Sachaufgaben und Sichtweisen mathematischen Wissens1999Inngår i: Beiträge zum Mathematikunterricht: Vorträge auf der 33. Tagung für Didaktik der Mathematik vom 1. bis 5. März 1999 in Bern / [ed] Michael Neubrand, Hildesheim: Franzbecker , 1999, s. 249-252Konferansepaper (Fagfellevurdert)
  • 40. Jablonka, Eva
    Sichtweisen und Ziele angewandter Mathematik1996Inngår i: Beiträge zum Mathematikunterricht: Vorträge auf der 30. Tagung für Didaktik der Mathematik vom 4. bis 8. März 1996 in Regensburg / [ed] Kurt Peter Müller, Hildesheim: Franzbecker , 1996, s. 202-205Konferansepaper (Fagfellevurdert)
  • 41.
    Jablonka, Eva
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik, språk och Ämnesdidaktik.
    Similarities in students’ perspectives, classroom discourse and lesson elements2008Inngår i: International group for the psychology of mathematics education: proceedings of the joint meeting of PME 32 and PME-NA XXX, Morelia, July 17-21 2008 / [ed] Olimpia Figueras; J. Cortina; S. Alatorre; T. Rojano; A. Sepúlveda, Mexico: Centre for Research and Advanced Studies of Saint Nicholas , 2008, s. 107-108Konferansepaper (Fagfellevurdert)
  • 42. Jablonka, Eva
    Sinn und Bewertung mathematischer Modellbildung im Unterricht1996Inngår i: Trends und Perspektiven: Beiträge zum 7. Internationalen Symposium zur "Didaktik der Mathematik" in Klagenfurt vom 26. - 30.9.1994 / [ed] Gert Kadunz, Wien: Hölder-Pichler-Tempsky , 1996, s. 145-150Konferansepaper (Fagfellevurdert)
  • 43. Jablonka, Eva
    Skripts: Interaktionsformen und Deutungsmuster im Mathematikunterricht in Deutschland, Hongkong und den USA2005Inngår i: Beiträge zum Mathematikunterricht: Vorträge auf der 39. Tagung für Didaktik der Mathematik vom 28. 2. bis 4. 3. 2005 in Bielefeld / [ed] Günter Graumann, Hildesheim: Franzbecker , 2005, s. 263-266Konferansepaper (Fagfellevurdert)
    Fulltekst (pdf)
    FULLTEXT01
  • 44. Jablonka, Eva
    Social constraints and affordances of reasoning discourses in mathematics classrooms2002Inngår i: Pre-conference proceedings of the International Commission on Mathematical Instruction (ICMI) Comparative Study Conference / [ed] K.D. Graf; F.K.S. Leung, Faculty of Education, University of Hong Kong , 2002, s. 31-40Konferansepaper (Fagfellevurdert)
  • 45.
    Jablonka, Eva
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik, språk och Ämnesdidaktik.
    Sociological perspectives in research in mathematics education2009Inngår i: Matematiikan ja luonnontieteiden opetuksen tutkimuspäivät Rovaniemellä 7.-8.11.2008 / [ed] Raimo Kaasila, Rovaniemi: Lapin yliopisto , 2009, s. 31-65Konferansepaper (Fagfellevurdert)
  • 46. Jablonka, Eva
    Student(s) at the front: forms and function in six classrooms from Germany, Hong Kong and the United States2006Inngår i: Making Connections: Comparing Mathematics Classrooms Around the World, Rotterdfam: Sense Publishers, 2006, s. 107-126Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 47. Jablonka, Eva
    Student(s) out the front: variations of a form with different functions2004Konferansepaper (Fagfellevurdert)
    Fulltekst (pdf)
    FULLTEXT01
  • 48.
    Jablonka, Eva
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik, språk och Ämnesdidaktik.
    The everyday and the academic in the mathematics classroom: confrontation or conciliation?2009Inngår i: Perspectives on mathematical knowledge: Proceedings of MADIF 6 / [ed] Christer Bergsten; Barbro Grevholm; Thomas Lingefjärd, Linköping: Svensk förening för MatematikDidaktisk Forskning - SMDF, 2009, s. 7-19Konferansepaper (Fagfellevurdert)
    Abstract [en]

    Including particular aspects of everyday out-of-school practices as resources for mathematical activities is a common practice in mathematics teaching. However, the tension between everyday and academic practices cannot be easily resolved. The relationship between these two domains of practice is a topic that has been extensively discussed in mathematics education, for example in terms of the authenticity of contexts, the functions of horizontal and vertical mathematisation, mathematical modelling, ‘realistic mathematics education' and word-problems. Although many argue for including contexts from everyday practices, some are suspicious of the potential to create a bridge between everyday practices and formal, academic mathematics through the use of contextualised tasks.The talk will draw on episodes from classroom discourse in different countries, which document the interactions between teachers and students who are engaged in solving tasks that relate mathematics to everyday practices. These episodes illustrate the practical challenges teachers face when trying to facilitate students' access to the formal structure of mathematics through the everyday. The students often face a dilemma when confronted with contextualised tasks: should they make extensive or only little reference to their everyday knowledge? In the talk, these issues will be discussed in terms of the recontextualisation of out-of-school practices for didactical purposes. It aims at describing how some of the students' difficulties are related to the ways in which the recontextualisation operates in classrooms.

    Fulltekst (pdf)
    FULLTEXT01
  • 49.
    Jablonka, Eva
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik, språk och Ämnesdidaktik.
    The (hidden) rules in a mathematics classroom2011Inngår i: Matematikundervisning: vetenskapliga perspektiv, Stockholm: Stockholms universitets förlag, 2011, s. 65-91Kapittel i bok, del av antologi (Fagfellevurdert)
  • 50.
    Jablonka, Eva
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik, språk och Ämnesdidaktik.
    The questionable legitimacy of international comparative classroom research2008Inngår i: International group for the psychology of mathematics education: proceedings of the joint meeting of PME 32 and PME-NA XXX, Morelia, July 17-21 2008 / [ed] Olimpia Figueras; J. Cortina; S. Alatorre; T. Rojano; A. Sepúlveda, Mexico: Centre for Research and Advanced Studies of Saint Nicholas , 2008, s. 93-94Konferansepaper (Fagfellevurdert)
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