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Räkna med bråk: En kvalitativ studie om hur fyra pedagoger introducerar och bedriver sin bråkundervisning
Karlstad University, Division for Educational Sciences.
2007 (Swedish)Independent thesis Basic level (professional degree), 10 points / 15 hpStudent thesis
Abstract [sv]

Sammanfattning

Svenska elever visar svaga resultat i algebra jämfört med elever i andra länder. Bristande bråkkunskaper skulle kunna vara en bakomliggande orsak till detta.

Syftet med examensarbetet har varit att utifrån ett didaktiskt perspektiv studera hur fyra specifika pedagoger introducerar och bedriver sin bråkundervisning i grundskolan. Min intention har varit att koppla resultatet från min studie till styrdokument och forskning, för att se hur man kan bedriva en god bråkundervisning som leder till ökad förståelse.

Områden som behandlas i uppsatsen är bland annat laborativ matematik, språk och matematik, vardagsmatematik samt erfarenhetsbaserad undervisning.

I genomförandet av studien har jag valt metoden self report. Studien är fenomenologisk, vilket innebär att man fokuserar människors erfarenheter, upplevelser och uppfattningar. Vidare valde jag att fokusera kvalitet snarare än kvantitet, det var inte mängden informanter som var centralt utan innehållet i deras berättelser.

Resultatet i studien visar att fyra specifika pedagoger med särskilt engagemang hade såväl varierad som konkret, laborativ samt vardagsförankrad undervisning. Enligt forskning är dessa arbetssätt att föredra eftersom det leder till att eleverna kan koppla undervisning till erfarenhet och vardag samt öka sin förståelse och därmed uppleva sammanhang.

Nyckelord är vardagsmatematik, laborativ matematik, erfarenhetsbaserad undervisning samt att prata matematik.

Abstract [en]

Abstract

Compared with pupils in other countries Swedish pupils show weak results in algebra. Lacking knowledge about fractions might be one reason for this.

The purpose of the essay is from a didactic perspective to see how four specific teachers introduce and teach fractions in secondary and upper secondary school. My intention is to link the results of my study to curriculums and research, in order to find out how to teach fractions so that better understanding ensues.

Subjects dealt with in the essay are, among others, experimental mathematics, language and mathematics, everyday mathematics as well as teaching based on the experience of pupils.

The study is based on the “Self Report”–method and it is fenomenological which means that peoples’ knowledge, experience and views are central. Furthermore, I chose to focus quality rather than quantity, the content in the stories that the informants provided were central, not the amount of informants.

The results of the study show that four specific teachers with particular devotion had varied, concrete and experimental teaching, as well as teaching based on the experience of pupils. According to research these methods are to prefer, since pupils are able to link their learning to their experiences and everyday life. It is then possible to gain further knowledge and therefore a sense of consistency.

Key words are everyday mathematics, experimental mathematics, teaching based on experiences and finally discussion.

Place, publisher, year, edition, pages
2007. , p. 30
Keywords [sv]
vardagsmatematik, laborativ matematik, erfarenhetsbaserad undervisning samt att prata matematik.
National Category
Mathematics
Identifiers
URN: urn:nbn:se:kau:diva-1139OAI: oai:DiVA.org:kau-1139DiVA, id: diva2:4926
Presentation
2006-06-04
Uppsok
fysik/kemi/matematik
Supervisors
Available from: 2007-09-06 Created: 2007-09-06

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