Meningsfuld begynderundervisning i matematisk analyse
dc.contributor.author | Andresen, Mette Susanne | |
dc.date.accessioned | 2016-06-28T12:48:43Z | |
dc.date.available | 2016-06-28T12:48:43Z | |
dc.date.issued | 2015 | |
dc.Published | UNIPED 2015(4-2015):353-362 | eng |
dc.identifier.issn | 1893-8981 | en_US |
dc.identifier.uri | https://hdl.handle.net/1956/12204 | |
dc.description.abstract | This 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.abstract | Artiklen 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.iso | dan | eng |
dc.publisher | Universitetsforlaget | en_US |
dc.rights | 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. | eng |
dc.rights.uri | http:// creativecommons.org/licenses/by/4.0/ | eng |
dc.subject | First year course in mathematics | |
dc.subject | students’ responsibility | |
dc.subject | lecturers’ professional autonomy | |
dc.subject | qualitative methods | |
dc.subject | increased passing rate | |
dc.subject | begynderundervisning tertiært niveau | eng |
dc.subject | udvikling af undervisning | eng |
dc.subject | studerendes arbejdsmønstre | eng |
dc.subject | professionel autonomi | eng |
dc.subject | kvalitativ metode | eng |
dc.subject | studiegennemstrømning | eng |
dc.title | Meningsfuld begynderundervisning i matematisk analyse | en_US |
dc.type | Peer reviewed | |
dc.type | Journal article | |
dc.date.updated | 2016-04-11T07:46:27Z | |
dc.description.version | publishedVersion | en_US |
dc.rights.holder | Copyright 2015 Mette Andresen. | en_US |
dc.identifier.cristin | 1276658 | |
dc.subject.nsi | VDP::Samfunnsvitenskap: 200::Pedagogiske fag: 280 | en_US |
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Except where otherwise noted, this item's license is described as 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.