Course syllabus - Problem Solving for Upper Secondary School Teachers
Scope
7.5 credits
Course code
MAA020
Valid from
Autumn semester 2018
Education level
Second cycle
Progressive Specialisation
A1N (Second cycle, has only first-cycle course/s as entry requirements).
Main area(s)
School
School of Education, Culture and Communication
Ratified
2016-01-15
Revised
2017-12-12
Status
This syllabus is not current and will not be given any more
Literature lists
Course literature is preliminary up to 8 weeks before course start. Course literature can be valid over several semesters.
-
Books
Orchestrating mathematical whole-class discussions in the problem-solving classroom : Theorizing challenges and support for teachers
Västerås : Mälardalen University, 2015
ISBN: 9789174852424 LIBRIS-ID: 18590541
URL: Link
5 undervisningspraktiker i matematik : för att planera och leda rika matematiska diskussioner
Stockholm : Natur & Kultur, 2014 - 160 s.
ISBN: 9789127138582 LIBRIS-ID: 16245644
Articles
Why is teaching with problem solving important to student learning? Reston, VA: NCTM.
2010
Toward the problem-centered classroom: trends in mathematical problem solving in Japan. ZDM, 39, 503-514.
2007
Exploring relationships between setting up complex tasks and opportunities to learn in concluding whole-class discussions in middle-grades mathematics instruction. Journal for Research in Mathematics Education, 44(4), 646-682.
2013
Orchestrating productive mathematical discussions: Five practices for helping teachers move beyond show and tell. Mathematical Thinking and Learning, 10, 313-340.
2008
Orchestrating discussions. Mathematics Teaching in the Middle School, 14, 549-556.
2009
Building student capacity for mathematical thinking and reasoning: An analysis of mathematical tasks used in reform classrooms. American Educational Research Journal, 33(2), 455-488. doi:10.3102/00028312033002455
1996
Sociomathematical Norms, Argumentation, and Autonomy in Mathematics. Journal for Research in Mathematics Education, 27(4), 458-477. doi:10.2307/749877
1996
What makes for powerful classrooms, and how can we support teachers in creating them? A story of research and practice, productively intertwined. Educational Researcher, 43(8), 404-412
2014
Web Addresses
Modul Problemlösning årskurs 7-9.
Modul Problemlösning gymnasieskolan.
Problembanken. Gymnasieskolan, modul: Undervisa matematik utifrån problemlösning.
Learning to think mathematically (or like a scientist, or like a writer, or ).
URL: ). http://gsi.berkeley.edu/programs-services/hsl-project/hsl-speakers/schoenfeld/
Läroplan, examensmål och gymnasiegemensamma ämnen för gymnasieskola 2011
Stockholm : Skolverket, 2011 - 202 s.
ISBN: 978-91-38-32594-0 LIBRIS-ID: 12477715
Läroplan för grundskolan, förskoleklassen och fritidshemmet
Skolverket, 2011
Fem dimensioner i det hälsosamma produktiva matematikklassrummet
Akademin för utbildning, kultur och kommunikation,
URL: https://www.youtube.com/watch?v=KDWPkqbQNJA&index=1&list=PLoRTp-jkn2Og9HRislc5w6lUlCKcvnwe6
Problemlösning - ett sätt att undervisa
Akademin för utbildning, kultur och kommunikation,
The TRU Math Conversation Guide: A Tool for Teacher Learning and Growth
Akademin för utbildning, kultur och kommunikation,
URL: http://map.mathshell.org/trumath/tru_cg_math_2016_final.pdf
Mathematics Assessment Project Classroom Challenges Formative Assessment Lessons. A Brief Guide for Teachers and Administrators.
Reference Literature
Mathematical problem solving
Orlando : Academic Press, cop. 1985 - xvi, 409 s.
ISBN: 0-12-628870-4 LIBRIS-ID: 4546086
Learning to think mathematically: Problem solving, metacognition, and sense making in mathematics. Handbook of research on mathematics teaching and learning, 334-370
1992
Ytterligare litteratur som delas ut under kursens gång (kostnadsfritt).
Akademin för utbildning, kultur och kommunikation,
Examination
INL1, Continuous exam, 3 credits, presentations of solutions to mathematical problems, concerning learning outcomes 1-3, marks Fail (U), Pass (G) or Pass with distinction (VG).
PRO1, Project including field study, plan, implement, evaluate and report the problem-solving sessions with students, concerning learning outcomes 3-6, marks Fail (U), Pass (G) or Pass with distinction (VG).
SEM1, Seminar, 1,5 credits, presentation of mathematics education research articles that relate to problem solving, concerning learning outcomes 5 and 6, marks Fail (U) or Pass (G).
For Pass with distinction (VG) on the course as a whole, the student must have earned that mark for INL1 and PRO1.
A student who has a certificate from MDU regarding a disability has the opportunity to submit a request for supportive measures during written examinations or other forms of examination, in accordance with the Rules and Regulations for Examinations at First-cycle and Second-cycle Level at Mälardalen University (2020/1655). It is the examiner who takes decisions on any supportive measures, based on what kind of certificate is issued, and in that case which measures are to be applied.
Suspicions of attempting to deceive in examinations (cheating) are reported to the Vice-Chancellor, in accordance with the Higher Education Ordinance, and are examined by the University’s Disciplinary Board. If the Disciplinary Board considers the student to be guilty of a disciplinary offence, the Board will take a decision on disciplinary action, which will be a warning or suspension.
Grade
Pass with distinction, Pass, Fail