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Kan elever utveckla sin taluppfattning vid användandet av digitala spel?: En innehållsanalys av digitala spel med fokus på området taluppfattning
Karlstad University, Faculty of Health, Science and Technology (starting 2013).
2017 (Swedish)Independent thesis Advanced level (degree of Master (One Year)), 20 credits / 30 HE creditsStudent thesis
Abstract [sv]

Syftet med studien var att undersöka om digitala spel skapade för underhållning kan erbjuda spelaren färdighetsträning inom området taluppfattning i ämnet matematik. Studien genomfördes på 11 spel som valdes med hjälp av barn i årskurs 4–6 och ramverket baseras på McIntosh tolkning av vad taluppfattning innebär och sex aspekter framarbetades. Ett kodningsschema användes för att undersöka om spelen omfattar situationer som innehåller taluppfattning samt hur spelaren kan använda sig av taluppfattning i dessa situationer. Studien visar att möjligheterna för färdighetsträning finns i spelen men vissa spel särskiljer sig då de erbjuder mer komplexa beräkningssituationer än de andra spelen. Aspekten representationer för olika tal skilde sig från de andra då alla analysenheter inte omfattar denna aspekt. Resultatet av studien innebär att lärare kan använda sig av dessa spel och själva analysera spel för att använda dem i matematiska lärandesituationer.

Abstract [en]

The purpose of this study was to examine if digital games made for entertainment can offer the player skill training in the area of number sense in mathematics. The study took place on 11 games chosen after talking to student in class 4–6 and the framework was based on McIntosh interputation of number sense and six aspects was created. A coding scheme was used to examine if the games included situations where number sense could be used and how the player could practice their number sense in these situations. The study shows that the possibilities for practice is in the games but some games differentiate from others by offering the player more complex calculating situations than the other games. The aspect of multiple representations for numbers was separated from the others because all analyzed situations did not contain this aspect. The result of the study shows that teachers can use these games and themselves analyze other games to use in mathematic learning situations. 

Place, publisher, year, edition, pages
2017. , p. 46
Keywords [en]
digital tools, digital games, number sense, content analysis
Keywords [sv]
digitala verktyg, digitala spel, taluppfattning, innehållsanalys
National Category
Learning Mathematical Analysis
Identifiers
URN: urn:nbn:se:kau:diva-65180OAI: oai:DiVA.org:kau-65180DiVA, id: diva2:1156168
Subject / course
Mathematics
Educational program
Primary Education Programme, 240 hp
Supervisors
Examiners
Available from: 2018-04-18 Created: 2017-11-10 Last updated: 2018-04-18Bibliographically approved

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LearningMathematical Analysis

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