Transitions in mathematics

I dette prosjektet studerer vi overganger mellom ulike nivå i utdanningen, mellom utdanning og arbeidsliv, og mellom ren matematikk og lærerutdanning. Vi ser på hvilke spesielle utfordringer en møter på i forbindelse med slike overganger. I prosjektet brukes det både kvalitative og kvantitative metoder. Raschanalyse er et viktig redskap.
  • Pepin, B., Lysø, K. O., & Sikko, S. A. (2012). Student educational experiences at transition from upper secondary to higher education mathematics. In FoU i Praksis 2011. Rapport fra konferanse om praksisrettet FoU i lærerutdanning. Trondheim, 26. og 27. april 2011. Tapir Akademisk Forlag
  • Sikko, S. A., Pepin, B., & Lysø, K. O. (2012). Overgangen fra videregående skole til høyere utdanning i matematikk. Framlegg på FoU i praksis 2012
  • Sikko, S. A., & Pepin, B. (2012). Overgangen til høgere utdanning i matematikk. Framlegg på UNDERVISNINGSKUNNSKAP I MATEMATIKK. Etterutdanningskonferanse for lærerutdannere i matematikk 2012
  • Sikko, S. A., & Pepin, B. (2013). Students' perceptions of how they learn best in higher education mathematics courses. In Proceedings of the Eighth Congress of the European Society for Research in Mathematics Education (pp. 2446–2455). European Society for Research in Mathematics Education 2013. Proceedings of CERME 8
  • Sikko, S. A., & Pepin, B. (2013). Mathematical Learning At Tertiary Level: Students' Perceptions Of The Effectiveness Of Experienced Learning And Teaching Strategies. Framlegg på The European Conference on Educational Research 2013
  • Pampaka, M., Williams, J., Pepin, B., & Sikko, S. A. (2013). Teaching and Learning Practices in Mathematics: Students' Perception of Teaching Practices at Different Contexts and Educational Levels. Framlegg på The European Conference on Educational Research 2013
  • Kaspersen, E., Pepin, B., & Sikko, S. A. (2015). The transition from higher education to the world of work: Measuring student teachers' beliefs and practices for purposeful sample selection. In Proceedings of the Ninth Congress of the European Society for Research in Mathematics Education (pp. 2152–2158). European Society for Research in Mathematics Education 2015. HAL Id : hal-01288600, version 1
  • Pampaka, M., Pepin, B., & Sikko, S. A. (2016). Supporting or alienating students during their transition to Higher Education: Mathematically relevant trajectories in the contexts of England and Norway. International Journal of Educational Research, 79, 240–257. https://doi.org/10.1016/j.ijer.2016.06.008
  • Kaspersen, E., Pepin, B., & Sikko, S. A. (2016). Measuring student teachers' practices and beliefs about teaching mathematics using the Rasch model. International Journal of Research and Method in Education, 40(4), 421–442. https://doi.org/10.1080/1743727X.2016.1152468
  • Kaspersen, E., Pepin, B., & Sikko, S. A. (2017). Measuring STEM students' mathematical identities. Educational Studies in Mathematics, 95(2), 163–179. https://doi.org/10.1007/s10649-016-9742-3
  • Kaspersen, E., Pepin, B., & Sikko, S. A. (2017). The association between engineering students' self-reported mathematical identities and average grades in mathematics courses. In Proceedings of the Tenth Congress of the European Society for Research in Mathematics Education (CERME10) (pp. 2137–2144). European Society for Research in Mathematics Education 2017. HAL Id : hal-01941342, version 1
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