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"a äter upp b": hur gymnasieelever översätter mellanmatematiskt språk, symbolspråk och vardagsspråk
Mälardalen University, School of Education, Culture and Communication.
Mälardalen University, School of Education, Culture and Communication.
2013 (Swedish)Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
Abstract [sv]

Syftet med denna studie var att undersöka hur gymnasieelever översätter mellan tre matematiska språkformer (symbolspråk, matematiskt språk och vardags-språk). Studien använde ett slags test, en kunskapsdiagnos, för att undersöka detta. Gymnasieelever från samma program i tre olika årskurser fick möjlighet att delta i studien. Diagnosen var uppdelad i tre översättningsområden: från matematiskt språk till symbolspråk, från symbolspråk till matematiskt språk och till sist från symbolspråk till vardagsspråk. Resultatet visar att gymnasieeleverna, oavsett årskurs, har problem med översättningarna. Bland annat använde eleverna fel operationstecken, missade att sätta ut väsentliga parenteser och blandade i vissa fall de olika språkformerna i samma mening. Eleverna lyckades bäst med översättningen från symbolspråk till matematiskt språk, och de allra flesta kände till symbolen för ”mindre än”.

Abstract [en]

The purpose of this study was to investigate how upper secondary school students translate between three mathematical language forms (symbolic language, mathematical language and everyday language). The study used a test (a diagnosis), to investigate this. Upper secondary school students belonging to the same program in three different grades were given the opportunity to take part in the study. The diagnosis was divided into three translation areas: from mathematical language to symbolic language, from symbolic language to mathematical language and finally from symbolic language to everyday language. The result shows that upper secondary school students, regardless of grade, have problems with the translations. Among other things, the students used the wrong operation signs, missed writing crucial parentheses and in some cases, they mixed the various language forms in the same sentence. The students were most successful with the translation from symbolic language to mathematical language, and the vast majority had knowledge of the "less than" - symbol.

Place, publisher, year, edition, pages
2013. , 34 p.
Series
LÄRARUTBILDNINGEN
Keyword [en]
mathematical language, symbolic language, everyday language, upper secondary school students
Keyword [sv]
matematiskt språk, symbolspråk, vardagsspråk, gymnasieelever
National Category
Mathematics Didactics
Identifiers
URN: urn:nbn:se:mdh:diva-24404OAI: oai:DiVA.org:mdh-24404DiVA: diva2:693168
Subject / course
Mathematics/Applied Mathematics
Supervisors
Examiners
Available from: 2014-02-04 Created: 2014-02-03 Last updated: 2014-02-04Bibliographically approved

Open Access in DiVA

aäteruppb(409 kB)112 downloads
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3f4b03135231d1f32d01deb8aaf0bb699a514f73dc6a0e8ade98fc8b528c18d6d6e0c6a5ead559e0942ae7406d8c6d7fdfa155ed0b683fbca0ef99a204eabc7b
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CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf