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Syllabus for

Academic year
MVE375 - Mathematics, teaching and assessment  
Syllabus adopted 2015-02-11 by Head of Programme (or corresponding)
Owner: MPLOL
7,5 Credits
Grading: TH - Five, Four, Three, Not passed
Education cycle: Second-cycle
Major subject: Technology and Learning

Teaching language: Swedish

Course module   Credit distribution   Examination dates
Sp1 Sp2 Sp3 Sp4 Summer course No Sp
0111 Examination 7,5 c Grading: TH   7,5 c   28 Oct 2015 pm V   05 Jan 2016 am H   18 Aug 2016 am SB  

In programs



Bitr professor  Samuel Bengmark

  Go to Course Homepage


In order to be eligible for a second cycle course the applicant needs to fulfil the general and specific entry requirements of the programme that owns the course. (If the second cycle course is owned by a first cycle programme, second cycle entry requirements apply.)
Exemption from the eligibility requirement: Applicants enrolled in a programme at Chalmers where the course is included in the study programme are exempted from fulfilling these requirements.

Course specific prerequisites

Mathematics equivalent to the first three years on an engineering program.


To prepare the students for teaching in mathematics but also to prepare the student

Learning outcomes (after completion of the course the student should be able to)

  • plan and implement teaching in mathematics based on policy documents and documented teaching models,
  • explain the basics of formative and summative assessment in mathematics,
  • apply mathematical foundations in relation to upper secondary school mathematics courses
  • be able to use accurate and relevant mathematical terminology and
  • explain the characteristics on mathematical knowledge, the role of proofs and applications


This course will use mathematical content relevant to the school. This material is subject to the student's own learning, for didactic considerations, educational planning, assessment discussions and to clarify the nature of mathematics.
  • Examples of students' conceptions of mathematical concepts and relationships.
  • Feedback in theory and practice.
  • Assessment of written and oral student performance.
  • Models for teaching and lesson planning.
  • Hands-on practice teaching, voice and speech.
  • School visits.
  • Strengthening of mathematical knowledge relevant to education in schools.
  • Talk about and practice of unprepared reasoning in mathematics, the art of taking advantage of questions posed and making it into a learning situation.
     The mathematical argument's characteristics and role.
     Easy use of mathematical software.


The teaching consists mainly of lectures, seminars and student presentations. The seminars discussed articles, case studies and experiences from school visits. At the students presentations tasks of didactic and mathematical nature are treated, alone and in groups.


Reading list announced on the course website before the start of the course. It will include
Windows on Teaching Math, K. Merseth, (2003), Teachers College Press,
vald delar.
Aktuella läro- och ämnesplaner samt läroböcker för gymnasieskolan.
Bybee, Rodger W., Taylor, Joseph A., Gardner, April., Van Scotter,
Pamela., Carlson Powell, Janet., Westbrook, Anne., & Landes, Nancy.
(2006). The BSCS 5E Instructional Model:Origins and Effectiveness.
Colorado Springs: BSCS.
Hagar, Gal., & Hee-Chan Lew (2008). Is a rectangle a parallelogram?
Towards a bypass of van Hiele level 3 decision making. Paper submitted
to TSG 12, ICME11, Mexico, Monterey.
Hattie, John., & Timperley, Helen. (2007). The power of feedback.
Review of Educational Research, 77(1), 81-112.
Flera aktuella artiklar som publiceras på webbsidan.


The examination has three parts
  1. Ticking, student must tick that they are ready to present their solutions.
  2. Oral examination in groups of about four students.
  3. Written exam.

Page manager Published: Thu 03 Nov 2022.