| dc.contributor.author | Rensaa, Ragnhild Johanne | |
| dc.contributor.author | Vos, Pauline | |
| dc.date.accessioned | 2019-11-03T11:53:26Z | |
| dc.date.available | 2019-11-03T11:53:26Z | |
| dc.date.issued | 2018 | |
| dc.description.abstract | The aim of this study is to investigate teaching videos about mathematics, seeking
to uncover research-based foundations for their quality. By drawing on the notions
of procedural and conceptual knowledge, the research was operationalized by
asking professionals in undergraduate mathematics education (n=18) to interpret
sections of a teaching video. The video dealt with a topic in linear algebra. The
results indicate rather divergent interpretations of conceptual knowledge. This can
hinder a reliable evaluation of teaching in terms of aiming for conceptual or
procedural knowledge. It is recommended that the notions should be carefully
used, defined and explained when used to evaluate the quality of teaching videos
in particular, or of teacher’s explanations in classrooms in general. | en_US |
| dc.description | Source at <a href=http://matematikdidaktik.org/wp-content/uploads/2019/05/NORMA-17-2018-papers-SMDF-skriftserie-f.pdf>http://matematikdidaktik.org/wp-content/uploads/2019/05/NORMA-17-2018-papers-SMDF-skriftserie-f.pdf</a>. Journal home page <a href=http://matematikdidaktik.org/index.php/madifs-skriftserie/>http://matematikdidaktik.org/index.php/madifs-skriftserie/</a>. | en_US |
| dc.identifier.citation | Rensaa, R.J. & Vos, P. (2018). Interpreting teaching for conceptual and for procedural knowledge in a teaching video about linear algebra. In E. Norén, H. Palmér & A. Cooke (Eds.), <i>Nordic Research in Mathematics Education. Paper of NORMA 17. The Eighth Nordic Conference on Mathematics Education, Stockholm, May 30-June 2, 2017</i> (pp 109-118). Göteborg: SMDF. ISBN 978-91-984024-1-4. | en_US |
| dc.identifier.cristinID | FRIDAID 1622144 | |
| dc.identifier.issn | 1651-3274 | |
| dc.identifier.uri | https://hdl.handle.net/10037/16575 | |
| dc.language.iso | eng | en_US |
| dc.publisher | Swedish Society for Research in Mathematics Education | en_US |
| dc.relation.journal | Skrifter från Svensk förening för matematikdidaktisk forskning | |
| dc.relation.uri | http://matematikdidaktik.org/wp-content/uploads/2018/10/NORMA-17-2018-papers-SMDF-skriftserie.pdf | |
| dc.rights.accessRights | openAccess | en_US |
| dc.subject | VDP::Social science: 200::Education: 280 | en_US |
| dc.subject | VDP::Samfunnsvitenskap: 200::Pedagogiske fag: 280 | en_US |
| dc.subject | VDP::Mathematics and natural science: 400::Mathematics: 410 | en_US |
| dc.subject | VDP::Matematikk og Naturvitenskap: 400::Matematikk: 410 | en_US |
| dc.title | Interpreting teaching for conceptual and for procedural knowledge in a teaching video about linear algebra | en_US |
| dc.type | Journal article | en_US |
| dc.type | Tidsskriftartikkel | en_US |
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