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Matematikens språkande i division: En språklig ansats till undervisningen i matematik
Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
2017 (Swedish)Independent thesis Advanced level (degree of Master (One Year)), 20 credits / 30 HE creditsStudent thesisAlternative title
The Languaging of Mathematics in Division : A Linguistic Approach to Teaching of Mathematics (English)
Abstract [sv]

Syftet med studien är att få reda på hur användningen av matematikens skriftliga språkande kan påverka elevernas lärande i räknesättet division. Informanterna i studien var fem elever i årskurs 4 som valdes bland de som samtyckte till deltagandet. I den praktiska delen av arbetet, konstruerade eleverna en textuppgift till matematiska uttrycket 24/6 - 3. Materialet bestod av intervjuer och det som eleverna producerade när de konstruerade uppgifter och deras svar. Intervjuerna analyserades med hjälp av en kvalitativ innehållsanalys.

Resultatet visade att den största fördelen enligt eleverna var att matematikens språkande gör det roligare att arbeta med division. En annan viktig fördel var att elevernas förståelse i division ökade efter att de hade arbetat på detta sätt. De nackdelar som kom fram var att eleverna upplevde att det var arbetsamt och svårt att arbeta med metoden.

Andra delen av resultatet visade att eleverna konstruerade uppgifter enbart med delningsdivision. De flesta elever gav siffran 24 kontexten av någonting ätbart. Största delen av eleverna menade att antalet 6 representerade människor. Eleverna definierade inte med tydlighet var antalet  togs ifrån. Denna del av resultatet visade också att eleverna föredrar användning av symbolspråket och naturliga språket framför bildspråket i deras lösningar.

Med stöd av det som resultatet visade kan språkandet anses vara ett bra sätt att arbeta med matematik i räknesättet division.

Abstract [en]

The aim of the study is to see how the use of textual languaging of mathematics can affect pupils learning in an operation of division. Participants of the study consisted of five 4th grade pupils which were chosen among those who agreed to participate in the study. In the study, the pupils were supposed to construct a word problem for a mathematical expression 24/6 - 3. The research data consisted of interviews and of the material pupils produced when they constructed their word problems and their answers to them. The interviews were later analyzed with a qualitative content analysis. 

Results show that the most significant advantage according to the pupils were that languaging of mathematics makes it more fun to work with division. Another important result was that after the pupils had worked this way, they were able to understand the concept division a bit better. Disadvantages expressed by the participants were that they felt this kind of working method in mathematics may demand more work than what they are used to.

The other part of the results show that the pupils constructed their word problems with division by parts. Almost all the pupils gave number 24 a context of something eatable. The most part of the pupils meant amount of 6 represent human beings, for example friends. Pupils didn’t clearly define where the amount of  was taken away. This part of the results show also that the pupils preferred using symbolic language and natural language over pictorial language in their answers.

Results indicates that languaging could be a recommended way to work with mathematics in division.

Place, publisher, year, edition, pages
2017. , p. 49
Keywords [en]
Languaging, mathematics, expression, semiotics
Keywords [sv]
Språkande, matematik, uttryckssätt, semiotik
National Category
Pedagogy Didactics Learning
Identifiers
URN: urn:nbn:se:ltu:diva-66643OAI: oai:DiVA.org:ltu-66643DiVA, id: diva2:1158396
Educational program
Primary Education - School Years 4-6
Supervisors
Examiners
Available from: 2017-12-01 Created: 2017-11-20 Last updated: 2017-12-01Bibliographically approved

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