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Att arbeta laborativt: Ett arbete om laborativt material riktat till addition 
Mälardalen University, School of Education, Culture and Communication.
Mälardalen University, School of Education, Culture and Communication.
2010 (Swedish)Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
Abstract [sv]

Sammanfattning

 Syftet med vårt examensarbete är att undersöka vilken påverkan ett laborativt arbetssätt har på skolbarnens inlärningsprocess gällande addition. Vi vill även ta reda på vilka additionsstrategier man kan öva genom spelet Dubbelt upp. Vi har observerat barn som går i år ett och vi har använt oss av deltagande observation för att få en nära inblick i vilka additionsstrategier barnen väljer. Med spelet tränar barnen på bl.a. addition, subtraktion och att dubblera. Som laborativt material till spelet fick de använda sig av torkade bönor. Sammanfattningsvis har vi sett att man genom ett laborativt arbetssätt kan skapa en inlärningsmiljö där barnen ger varandra negativ eller positiv förstärkning samt att barnen konverserar med pedagog eller medspelare vilket ger pedagogen en chans att se barnens inlärning och utveckling ur ett kognitivt perspektiv. Visuell och kinestetisk inlärningstyp (se sida 11) passar bra tillsammans med ett laborativt material. Resultaten visar att många additionsstrategier användes i spelet Dubbelt upp. De mest förekommande var fingerräkning, fingertal och börja med det största talet.

 

Abstract [sv]

Abstract

 

The purpose of this degree project is to examine what impact working with physical objects has on children’s learning process concerning addition. We want to explore what addition strategies can be exercised using the game “Twice as much”. We have observed children in school year 1. To get a good insight in which addition strategies the children chose we used so called participating observations. With the game the children practice addition, subtraction and to double numbers. The children could use dried beans as physical objects. To sum up what we have seen that you can, through working with physical objects, create a learning environment so that the children give each other positive or negative reinforcement, the children converse/interact with the pedagogue and the other children, which gives the pedagogue the chance to observe the children’s learning process and development from a cognitive perspective. Learning by seeing and learning by doing (see page 11) work well in combination with laboratory material. The results show that many addition strategies were used in the game “Twice as much”. The most widely used strategies were finger counting, finger numbers and by starting with the largest number.

Place, publisher, year, edition, pages
2010. , 41 p.
Series
LÄRARUTBILDNINGEN
Identifiers
URN: urn:nbn:se:mdh:diva-8304OAI: oai:DiVA.org:mdh-8304DiVA: diva2:296592
Presentation
(English)
Uppsok

Supervisors
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Available from: 2010-03-05 Created: 2010-02-18 Last updated: 2010-03-05Bibliographically approved

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CiteExportLink to record
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