Mathematical modelling and ICT (5-10)

A central element in the course is the role of mathematics in practical and theoretical situations. Models of phenomena in nature and science will be studied. Another core element is learner’s development of conceptual knowledge and processes.
This course will also focus on practical applications of computer-based learning to mathematics education, and how computer-based learning can mediate between the tool and the learner. Additionally, theory and research related to computer-based learning and the mathematics classroom will be studied.

Mathematical functions, difference, and differential equations comprise this course’s mathematical content. Furthermore, the course’s mathematical content will be connected to natural science, economics and, social studies as modelling. Lastly, the theoretical perspective of RME will be used to analyse how models can be used as tools for mathematics.

Knowledge
The student
- has advanced knowledge about mathematical concepts and the use of them in practical and theoretical situations
- has knowledge about the central aspects of mathematical modelling
- has advanced knowledge about the concept of function, particularly the change of rate
- has knowledge about modelling and how it can be used in practical and theoretical situations
- has knowledge about models for realistic contexts and for mathematical reasoning
- has advanced knowledge about computer-based learning as a mediating tool
- has knowledge about computer-based learning as a tool for mathematics education

Skills
The student
- can organise pupils’ education as modelling
- can use different contexts concerning the rate of change
- can facilitate the change from mathematical models of realistic situations to models for mathematical reasoning
- can plan and lead research connected to modelling
- can observe and analyse use of computer-based learning in the classroom

General competency
The student
- can carry out an epistemological analysis of mathematical concepts to study modelling as a strategy for education
- has a didactical qualification to carry out mathematical education from a modelling perspective
- has a didactical qualification to design and implement education with computer-based learning as a tool
- has knowledge of relevant mathematical education research in all aspects from the course

Teaching is organised in seminars, and the schedule of these seminars will be available at the beginning of the semester. Between seminars students will complete tasks, engage in practical work at school, and participate in literature studies.

The seminars will be comprised of lectures, discussions, and presentations. It is expected that all students participate in these activities. The teaching will consist of interactions between the lecturer and the students.