The function concept and university mathematics teaching
Hur undervisar matematiklärare i högre utbildning om ett specifikt matematiskt begrepp, funktionsbegreppet? Det har Olov Viirman undersökt i sin studie.
Det finns ett behov av ökade kunskaper om matematikundervisning i högre utbildning. Ett arbete med att reformera och förbättra undervisningen bör grundas på gedigen kännedom om rådande förhållanden, menar Olov Viirman.
Olov Viirman
Iiris Attorps, docent, Högskolan i Gävle
Barbara Jaworski, professor, Loughborough University, UK
Karlstads universitet
2014-03-21
The function concept and university mathematics teaching
Institutionen för matematik och datavetenskap
The function concept and university mathematics teaching
This thesis concerns the teaching of mathematics at university level, with a particular focus on the teaching of the function concept. The main aim of the thesis is describing and analysing the teaching practices of university mathematics teachers regarding the function concept, and how this concept is constituted through these practices. To this end, video recordings of lectures by seven mathematics teachers at three Swedish universities were analysed using a discursive perspective, Sfard’s commognitive framework. The observed teaching was traditional in form, with teachers using “chalk talk” – simultaneously talking and writing on the board. The results show that the teaching practices of the teachers belong to two distinct but intertwined discourses – a mathematical discourse, and a discourse of mathematics teaching. Classifications of important aspects of these discourses are presented, and it is found that the teachers’ discursive practices, while sharing overall form, still display considerable differences. Other results include an analysis of the levels of objectification displayed by the teachers in their discursive constitution of the function concept. The study contributes to a small but growing body of empirical research on university mathematics teaching practice.
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