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Elevers rimlighetsbedömning när de löser olika typer av problemlösningsuppgifter
Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Mathematics and Computer Science.
2017 (Swedish)Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesisAlternative title
Bedöma rimlighet vid olika typer av problemlösningsuppgifter (Swedish)
Abstract [sv]

Den här studien har för avsikt att ta reda på hur olika typer av problemlösningsuppgifter påverkar elevernas förmåga att rimlighetsbedöma sina lösningar och svar. Studien syftar också till att ta reda på hur elever relaterar till verkligheten när de löser olika typer av problemlösningsuppgifter. För att uppnå syftet med studien genomfördes en undersökning i flera elevgrupper i årskurs två (ålder 8 år). Resultatet på undersökningen visar att olika typer av problemlösningsuppgifter påverkar hur eleverna resonerar kring rimlighet. Resultatet från undersökningen visar också att olika typer av uppgifter påverkar hur mycket eleverna reflekterar över verkligheten. Det har även framkommit under studiens gång att det är väldigt viktigt att kunna uppfatta det muntliga resonemanget som eleverna för att kunna bedöma hur eleverna kommer fram till lösningar och svar. Mycket av förmågan att bedöma rimlighet framkommer endast genom muntliga resonemanget och är därför väldigt svårt att se i skrivna svar.

Abstract [en]

This study aims to find out how different types of problem solving tasks affect students’ ability to plausible evaluate their solutions and answers. The study also intends to find out how students relate to reality when solving different types of problem solving tasks. In order to achieve the purpose of the study, a survey was conducted in several classes with grade two students (age 8). The results of the survey shows that the type of problem solving tasks can partially affect the students’ ability to assess plausibility. The results of the survey also shows that different types of problem solving tasks, affect how much the students reflect to reality. During the study it also became clear that the oral reasoning is crucial to perceive in order to be able to assess how students come to solutions and answers. Much of the ability to assess plausibility emerges through oral reasoning and is therefore very difficult to detect in written answers.  

Place, publisher, year, edition, pages
2017. , p. 48
Keywords [en]
Problemsolving, assessment of plausibility, reality, lower primary school, Mathematics
Keywords [sv]
Problemlösning, rimlighetsbedömning, verklighet, lågstadiet, matematik
National Category
Mathematics
Identifiers
URN: urn:nbn:se:kau:diva-56741OAI: oai:DiVA.org:kau-56741DiVA, id: diva2:1119203
Subject / course
Mathematics
Educational program
Primary Education Programme, 240 hp
Presentation
(Swedish)
Supervisors
Examiners
Available from: 2017-07-04 Created: 2017-07-03 Last updated: 2017-07-04Bibliographically approved

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CiteExportLink to record
Permanent link

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Cite
Citation style
  • apa
  • 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
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  • asciidoc
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