Blar i forfatter Fakultet for humaniora, samfunnsvitenskap og lærerutdanning "Haavold, Per Øystein"

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    • Coherence through inquiry based mathematics education 

      Haavold, Per Øystein; Blomhøj, Kjeld Morten (Chapter; Bokkapittel, 2019)
      SUM is a four-year research and developmental project with the aim of contributing to coherence in children’s and students’ motivation for, activities in, and learning of mathematics throughout the educational system from kindergarten to higher education. The concept of inquiry is key in the project, and it involves the implementation of different types of theories and methods related to inquiry ...

    • Creativity in problem solving: Integrating two different views of insight 

      Haavold, Per Øystein; Sriraman, Bharath (Journal article; Tidsskriftartikkel; Peer reviewed, 2021-09-02)
      Even after many decades of productive research, problem solving instruction is still considered inefective. In this study we address some limitations of extant problem solving models related to the phenomenon of insight during problem solving. Currently, there are two main views on the source of insight during problem solving. Proponents of the frst view argue that insight is the consequence of ...

    • I hvilken grad påvirker omvendt undervisning elevenes matematikkunnskap og oppfatninger om matematikk? 

      Haavold, Per Øystein (Journal article; Tidsskriftartikkel; Peer reviewed, 2019-03-13)
      De siste årene har omvendt undervisning, eller flipped classroom, vært mye omtalt i både norsk og utenlandsk skoledebatt. I en gjennomgang av relevant litteratur konkluderer Estes, Ingram og Liu (2014) at omvendt undervisning kan ha en positiv læringseffekt. I denne studien ble et kvasieksperiment gjennomført på tre videregående skoler for å undersøke i hvilken grad omvendt undervisning påvirket ...

    • Impediments to mathematical creativity: Fixation and flexibility in proof validation 

      Haavold, Per Øystein (Journal article; Tidsskriftartikkel; Peer reviewed, 2020-05-15)
      Mathematical techniques in proof writing can be narrowed down to specific proof styles. Simply put, proofs can be direct or indirect- the latter using the Law of the Excluded Middle from logic as well as the axiom of Choice, to prove existence of mathematical objects. However, the thinking skills involved in writing indirect proofs are prone to errors, especially from novice proof writers such as ...

    • Using pathologies as starting points for inquiry-based mathematics education: The case of the palindrome 

      Roksvold, Jan Nyquist; Haavold, Per Øystein (Journal article; Tidsskriftartikkel; Peer reviewed, 2021-01)
      Inquiry-based mathematics education (IBME) is an increasingly important ingredient of the mathematics education in the Nordic countries. The central principle of IBME is that the students are to work in ways similar to how professional mathematicians work. In this qualitative case study, we investigate whether mathematical pathologies induce students to work like mathematicians, and thus if ...

    • What Characterises High Achieving Students’ Mathematical Reasoning? 

      Haavold, Per Øystein (Journal article; Tidsskriftartikkel; Peer reviewed, 2011)
      This study investigates high achieving students’ mathematical reasoning when given an unfamiliar trigonometric equation. The findings indicate that the students’ way of thinking is strongly linked with imitative reasoning and only when they received some form of guidance, were they able to display flexible and creative mathematical reasoning.