Tímarit um menntarannsóknir - 01.01.2013, Qupperneq 27

Tímarit um menntarannsóknir - 01.01.2013, Qupperneq 27
Könnunarpróf nýnema í stærðfræði við Háskóla íslands year of last math course, number of semes- ters in math and SENS calculus course. To further investigate the predictive value of the test, the authors decided to look at the proportion of engineering students finishing a second semester co- urse in calculus. The result was that 73.9% of those who finished the second calculus course passed the status exam while 74.1% of those who did not finish the second calculus course did not pass the status exam. Keywords: Mathematics education, mathematics, status exam, novice university students, secondary schools, progress in study. Heimildaskrá Brandell, G., Hemmi, K., og Thunberg, H. (2008). The widening gap—a Swedish perspective. Mathematics Education Rese- arcli Journal, 20(2), 38-56. de Guzmán, M., Hodgson, B. R., Robert, A., og Villani, V. (1998). Difficulties in the pas- sage from secondary to tertiary education. í G. Fischer og U. Rehmann (ritstjórar.), Proceedings of the International Congress of Mathematicians-Doc«i;ie«fíj Mathema- tica, III, 747-762. Elínborg I. Ólafsdóttir, Freyja Hreinsdóttir, Gunnar Stefánsson og Man'a Óskars- dóttir. (2009). Námsval stúlkna með tilliti til stærðfræði í Menntaskólanum við HamrahUð. Reykjavík: Raunvísindastofnun HÍ. Sótt 1. febrúar 2013 af http://www.raunvis.hi.is/ reports/2009/RH-12-2009.pdf Filipsson, L. og Thunberg, H. (2008). Aims versus expectations-a Swedish study of problems related to the transition from secondary to tertiary education in mat- hematics. Konferensbidrag till Discussion Group, 8. Sótt 1. febrúar 2013 af www.math. kth.se/-thunberg/full-pdf/ICMEl l_aims_vs_ expect.pdf Gerður G. Óskarsdóttir (2012). Skil skólastiga. Frá leikskóla til grunnskóla og f'á grunnskóla til framhaldsskóla. Reykjavík: Háskólaút- gáfan og Skóla- og frístundasvið Reykja- víkurborgar. Gill, O., O'Donoghue, )., Faulkner, F., og Hannigan, A. (2010). Trends in perform- ance of science and technology students (1997-2008) in Ireland. International Journ- al of Mathematical Education in Science and Technologij, 42(3), 323-339. Guðbjörg Pálsdóttir og Ólöf Björg Steinþórs- dóttir. (2011). Raddir ungs fólks um stærð- fræðinám. Uppeldi og menntun, 20(2), 9-32. Háskóli íslands. (2011). Hæfniviðmið VON fyrir mjnema. Sótt 2. febrúar 2013 af https:// ugla.hi.is/kennsluskra/index.php?tab=- skoli&chapter=content&id=25930&kennslu- ar=2011 Hawkes, T. og Savage, M. (2000). Measuring the mathematics problem. London: The Eng- ineering Council. Heck, A. og van Gastel, L. (2006). Mathema- tics on the threshold. International Journal of Mathematical Education in Science and Technology, 37(8), 925-945. Hernandez-Martinez, P. Williams, ]., Black, L., Davies, P., Pampaka, M. og Wake, G. (2011). Student's views on their transition from school to college mathematics: ret- hinking 'transition' as an issue of identity. Research in Mathematics Education, 23(2), 119-130. Howson, A., Barnard, A., Crighton, D., Dav- ies, N., Gardiner, A., Jagger, J. o.fl. (1995). Tackling the mathematics problem. London: London Mathematical Society. 25
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