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Problem solving in Swedish mathematics textbooks for upper secondary school
Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.ORCID-id: 0000-0001-5259-2712
Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.ORCID-id: 0000-0002-3329-0177
Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.
2016 (engelsk)Inngår i: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 60, nr 6, s. 577-593Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

The aim of this study is to analyse how mathematical problem solving is represented in mathematical textbooks for Swedish upper secondary school. The analysis comprises dominating Swedish textbook series, and relates to uncovering (a) the quantity of tasks that are actually mathematical problems, (b) their location in the chapter, (c) their difficulty level, and (d) their context. Based on an analysis of 5,722 tasks from the area of calculus, it is concluded that the textbooks themselves contain very few tasks that can be defined as mathematical problems, and that those that are mathematical problems are found at the end of a chapter at the most difficult level, and are presented in a pure mathematical context. Implications are discussed.

sted, utgiver, år, opplag, sider
2016. Vol. 60, nr 6, s. 577-593
Emneord [en]
mathematics textbooks, problem solving, textbook analysis, upper secondary school
HSV kategori
Forskningsprogram
didaktik
Identifikatorer
URN: urn:nbn:se:mdh:diva-27748DOI: 10.1080/00313831.2015.1066427ISI: 000385694500001Scopus ID: 2-s2.0-84938633425OAI: oai:DiVA.org:mdh-27748DiVA, id: diva2:798526
Tilgjengelig fra: 2015-03-27 Laget: 2015-03-27 Sist oppdatert: 2017-12-04bibliografisk kontrollert
Inngår i avhandling
1. Problem solving in mathematics textbooks
Åpne denne publikasjonen i ny fane eller vindu >>Problem solving in mathematics textbooks
2015 (engelsk)Licentiatavhandling, med artikler (Annet vitenskapelig)
Abstract [en]

The aim of this study is to analyse how mathematical problem solving (MPS) is represented in mathematical textbooks for Swedish upper secondary school. The analysis comprises dominating Swedish textbook series, and relates to uncovering a) the quantity of tasks that are actually mathematical problems (MPs), b) their location in the chapter, c) their difficulty level, and d) their context. Based on an analysis of 5,722 tasks from the area of calculus, it is concluded that the textbooks themselves contain very few tasks that can be defined as MPs, and that those that are MPs are found at the end of a chapter at the most difficult level, and are presented in a pure mathematical context. Implications are discussed.

sted, utgiver, år, opplag, sider
Västerås: Mälardalen University, 2015
Serie
Mälardalen University Press Licentiate Theses, ISSN 1651-9256 ; 198
Serie
Mälardalen Studies in Educational Sciences ; 18
Emneord
mathematics textbooks, problem solving, textbook analysis, upper secondary school
HSV kategori
Forskningsprogram
didaktik
Identifikatorer
urn:nbn:se:mdh:diva-27739 (URN)978-91-7485-195-3 (ISBN)
Presentation
2015-06-01, Delta, Mälardalens högskola, Västerås, 13:15
Opponent
Veileder
Tilgjengelig fra: 2015-03-27 Laget: 2015-03-26 Sist oppdatert: 2015-11-26bibliografisk kontrollert

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Brehmer, DanielRyve, Andreas

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