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Arbetet med representationsformer i matematisk problemlösning: En kvalitativ studie om hur åtta grundskollärare beskriver sitt arbete med representationsformer för att utveckla elevers problemlösningsförmåga
Mälardalen University, School of Education, Culture and Communication.
Mälardalen University, School of Education, Culture and Communication.
2021 (Swedish)Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
Abstract [sv]

Syftet med denna kvalitativa studie är att fördjupa kunskaper om grundskollärares användning av olika representationsformer och lärarnas syn på hur de olika representationsformerna kan hjälpa elever i årskurs 1–3 att utveckla sin problemlösningsförmåga. Representationsformer såsom bilder, konkret material, ord och symboler kan användas av eleverna för att förstå problemet, komma fram till och visa sina lösningar. I studien har vi genomfört semistrukturerade intervjuer med åtta lärare i årskurserna 1–3. Intervjusvaren har tolkats utifrån ett sociokulturellt perspektiv där bland annat mediering och den proximala utvecklingszonen ingår. Studiens resultat visar på ett samband mellanatt elevernas val och användning av olika representationsformer och kan påverkas av lärarens egen användning av representationsformer. Lärarna anger att eleverna med hjälp av representationsformer kan synliggöra sina tankar och på så vis förstå ett problem och dess lösning. Resultatet visar att lärarna använder sig utav flera olika representationsformer men för det mesta bara en eller två åt gången istället för att regelbundet kombinera dem.

Abstract [en]

The purpose of this qualitative study is to investigate and deepen the understanding of primary school teachers' view on their use of different representations and in what way the different representations can aid students in grades 1-3 in developing their problem-solving ability. Representations such as pictures, concrete objects, words and symbols can be used by the students understand the problem, reach and show their solutions. In this study we have conducted semi-structured interviews with eight grade 1-3 teachers. The interview responses have been interpreted with a sociocultural perspective where, among other things, mediation and the zone of proximal development are included. The result of the study shows that the students' choice and use of different representations can be affected by the teacher's own use of representations. The result of the study showed a correlation between the students' choice and use of different representations and the teacher's own use of representations. The teachers state that the students with the aid of representations can visualise their thoughts and with that understand a problem and its solution. The results show that the teachers use several representations but for the most part only one or two at the time instead of regularly combining them.

Place, publisher, year, edition, pages
2021. , p. 23
Series
LÄRARUTBILDNINGEN
Keywords [en]
Representations, problem-solving, mathematics teaching, communication
Keywords [sv]
Representationsformer, problemlösning, matematikundervisning, kommu-nikation
National Category
Mathematics
Identifiers
URN: urn:nbn:se:mdh:diva-57293OAI: oai:DiVA.org:mdh-57293DiVA, id: diva2:1637208
Subject / course
Mathematics/Applied Mathematics
Supervisors
Examiners
Available from: 2022-02-14 Created: 2022-02-12 Last updated: 2022-02-15Bibliographically approved

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CiteExportLink to record
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