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Taluppfattningens betydelse för elevers matematiska utveckling: En kvantitativ studie i åk 2 av sambandet mellan elevers taluppfattning och deras kunskapsnivå inom aritmetik respektive geometri
Karlstad University.
2018 (Swedish)Independent thesis Advanced level (degree of Master (Two Years)), 20 credits / 30 HE creditsStudent thesisAlternative title
The importance of number sense for students’ mathematical development : A quantitative study in second grade on the correlation between students’ number sense and their knowledge in arithmetic and geometry (English)
Abstract [sv]

Sammanfattning

Syftet med denna studie är att undersöka betydelsen av elevers taluppfattning för deras kunskap i geometri och aritmetik.

Analyserna baseras på jämförelser av resultat dels från tester i den ordinarie undervisningen inom de två matematikgrenarna aritmetik och geometri och dels resultat från ett test, för bestämning av elevernas taluppfattning, som tagits fram inom denna studie.

Undersökningsmetoden som användes för att mäta taluppfattningen var kvantitativa intervjuer, där 30 elever i åk 2 deltog. Intervjuerna var utformade som ett matematiskt samtal utifrån en för årsklassen anpassad intervjuguide, där eleverna samlade poäng genom att lösa uppgifter på olika svårighetsnivåer. Resultaten sammanställdes därefter till ett helhetsresultat.

Resultaten från de tre testerna analyserades med statistiska verktyg så som punktdiagram och bestämning av korrelationskoefficienter.

En positiv korrelation kan påvisas för sambandet mellan det resultat eleverna uppnår på taluppfattningstestet och deras resultat på både aritmetik och geometri. Korrelationen i denna studie är starkare för sambandet taluppfattning/geometri, korrelationsfaktor 0,73, än för sambandet taluppfattning/aritmetik, korrelationsfaktor 0,50.

Genom den positiva korrelation som påvisas stödjer resultaten uppfattningen att taluppfattningen har stor betydelse för elevernas matematiska utveckling. Denna studie visade att detta samband inte enbart gäller aritmetikens räknelära utan även gäller för geometrin.

Abstract [en]

Abstracts

The aim of this study is to investigate the importance of students’ number sense on their geometry and arithmetic skills.

The analyzes are based on comparisons of results, from tests in the regular teaching within the two mathematical branches, arithmetic and geometry, and the results from a test, for determining the students’ number sense, that was developed within this study.

The survey method used to measure number sense skills were quantitative interviews, where 30 students in grade 2 participated. The interviews were designed as a math conversation based on an interview guide adapted for the age group concerned. The students gathered points by solving tasks at different levels of difficulty. The results were then compiled into an overall result.

The results of the three tests were analyzed using statistical tools such as, point diagrams and determination of correlation coefficients.

A positive correlation was demonstrated for the correlation between the result the students achieved in the test of number sense and their results in the tests in both arithmetic and geometry. The correlation in this study is stronger for the relationship number sense / geometry, correlation factor 0.73, than for the number sense / arithmetic, correlation factor 0.50.

Through the positive correlation that is shown, the findings support the perception that number sense is of major importance to the students’ mathematical development, and this study showed that this relationship is valid not only in the pure counting skills, as arithmetic, but also for skills in geometry.

Place, publisher, year, edition, pages
2018. , p. 57
Keywords [en]
Algorithms, arithmetic, correlation, geometry, number sense
Keywords [sv]
Algoritmer, aritmetik, geometri, korrelation, taluppfattning
National Category
Mathematics
Identifiers
URN: urn:nbn:se:kau:diva-68945OAI: oai:DiVA.org:kau-68945DiVA, id: diva2:1243324
Subject / course
Teacher Education - Mathematics
Educational program
Primary Education Programme, 240 hp
Supervisors
Examiners
Available from: 2018-08-31 Created: 2018-08-30 Last updated: 2018-08-31Bibliographically approved

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