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Problem är till för att lösas: En kvalitativ intervjustudie som undersöker hur grundskolelärares uppfattning om problemlösning i de yngre åldrarnas matematikundervisning stämmer överens med hur forskning och styrdokument ser på problemlösning.
Mälardalen University, School of Education, Culture and Communication.
Mälardalen University, School of Education, Culture and Communication.
2019 (Swedish)Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesisAlternative title
Problems are meant to be solved : A qualitative interview study that examines how teachers’ perception of problem solving in the younger ages mathematical education are consistent with that of which is concluded in both research and the curriculum. (English)
Abstract [sv]

Syftet med studien är att undersöka hur grundskolelärares uppfattning om problemlösning stämmer överens med hur forskning och styrdokument och ser på problemlösning. Undersökningen genomfördes med en kvalitativ forskningsmetod. Genom lärar-observationer och semistrukturerade intervjuer studerade lärares syn på problemlösning och hur de arbetar med problemlösning. Efter genomförandet analyserades lärarnas syn på problemlösning, lärares uppfattningar om syftet, hur de arbetade samt lärarnas roll i arbetet med problemlösning.  Resultatet visar att grundskolelärarna arbetar med problemlösning men att det kan finnas en osäkerhet kring begreppets innebörd och betydelse. Slutsatsen blev att grundskolelärarna till viss del arbetar med vad forskning anser är problemlösning.

Abstract [en]

The aim of the study is to examine how teachers’ perception of problem solving are consistent with that of which is concluded in both research and the curriculum. The investigation was conducted with a qualitative method. Through teacher observations and semi-structured interviews, we studied teachers' views on problem solving and how they work with problem solving. After the implementation an analysis was made containing teachers' views on problem solving, their perceptions about the aim, how they work and their place in the work on problem solving. The result shows that primary school teachers work with problem solving, but that there may be uncertainty about the meaning and significance of the concept. The conclusion, based on the results, shows that elementary school teachers work to some extent of what science considers problem solving. However, the result also shows that the lack of basic knowledge in the matter has lead to a deficient education in solving problem.

Place, publisher, year, edition, pages
2019. , p. 33
Series
LÄRARUTBILDNINGEN
Keywords [en]
Problem solving, students, elementary school, teaching strategies and Education.
Keywords [sv]
problemlösning, elever, grundskolan, arbetssätt och utbildning
National Category
Educational Sciences Mathematics
Identifiers
URN: urn:nbn:se:mdh:diva-42709OAI: oai:DiVA.org:mdh-42709DiVA, id: diva2:1289255
Subject / course
Mathematics/Applied Mathematics
Supervisors
Examiners
Available from: 2019-02-18 Created: 2019-02-15 Last updated: 2019-02-18Bibliographically approved

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Larsson, Hanna-SofiaSillén, Josefine
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CiteExportLink to record
Permanent link

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Cite
Citation style
  • apa
  • ieee
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  • nn-NO
  • nn-NB
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  • Other locale
More languages
Output format
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