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Meningsfuld begynderundervisning i matematisk analyse

dc.contributor.authorAndresen, Mette Susanne
dc.date.accessioned2016-06-28T12:48:43Z
dc.date.available2016-06-28T12:48:43Z
dc.date.issued2015
dc.PublishedUNIPED 2015(4-2015):353-362eng
dc.identifier.issn1893-8981en_US
dc.identifier.urihttps://hdl.handle.net/1956/12204
dc.description.abstractThis article presents a study of a minor reversion of a first year course in calculus at Mathematics Department, University of Bergen, Norway. The lecturer’s goal was to force the students to take responsibility for their own learning. The article brings reflections upon the lecturer’s professional autonomy and background for the revision of the course. The study was neither quantitative nor comparative. Data do not suggest that the students’ working habits had changed. The rate of passing students, though, had increased.en_US
dc.description.abstractArtiklen præsenterer studiet af en mindre ændring i organiseringen af undervisningen på et førsteårskursus, gennemført i efteråret 2013 på Matematisk Institut, UiB (Universitetet i Bergen, Norge). Underviseren ønskede at omorganisere kurset, så de studerende blev mere ansvarlige for deres egen læring. Artiklen bringer didaktiske refleksioner over underviserens belæg for den gennemførte omorganisering. Studiet, som præsenteres, var hverken kvantitativt eller komparativt. Det indsamlede datamateriale tyder ikke på, at de studerendes arbejdsformer eller indbyrdes samarbejde adskilte sig fra tidligere år. Men de studerende på kurset fik bedre resultater til eksamen end tidligere år, idet gennemførelsesprocenten var højere.en_US
dc.language.isodaneng
dc.publisherUniversitetsforlageten_US
dc.rightsThis is an Open Access article distributed under the terms of the Creative Commons CC-BY 4.0 License (http:// creativecommons.org/licenses/by/4.0/), allowing third parties to copy and redistribute the material in any medium or format and to remix, transform, and build upon the material for any purpose, even commercially, provided the original work is properly cited and states its license.eng
dc.rights.urihttp:// creativecommons.org/licenses/by/4.0/eng
dc.subjectFirst year course in mathematics
dc.subjectstudents’ responsibility
dc.subjectlecturers’ professional autonomy
dc.subjectqualitative methods
dc.subjectincreased passing rate
dc.subjectbegynderundervisning tertiært niveaueng
dc.subjectudvikling af undervisningeng
dc.subjectstuderendes arbejdsmønstreeng
dc.subjectprofessionel autonomieng
dc.subjectkvalitativ metodeeng
dc.subjectstudiegennemstrømningeng
dc.titleMeningsfuld begynderundervisning i matematisk analyseen_US
dc.typePeer reviewed
dc.typeJournal article
dc.date.updated2016-04-11T07:46:27Z
dc.description.versionpublishedVersionen_US
dc.rights.holderCopyright 2015 Mette Andresen.en_US
dc.identifier.cristin1276658
dc.subject.nsiVDP::Samfunnsvitenskap: 200::Pedagogiske fag: 280en_US


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This is an Open Access article distributed under the terms of the Creative Commons CC-BY 4.0 License (http:// creativecommons.org/licenses/by/4.0/), allowing third parties to copy and redistribute the material in any medium or format and to remix, transform, and build upon the material for any purpose, even commercially, provided the original work is properly cited and states its license.
Med mindre annet er angitt, så er denne innførselen lisensiert som This is an Open Access article distributed under the terms of the Creative Commons CC-BY 4.0 License (http:// creativecommons.org/licenses/by/4.0/), allowing third parties to copy and redistribute the material in any medium or format and to remix, transform, and build upon the material for any purpose, even commercially, provided the original work is properly cited and states its license.