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En jämförelse av finska och svenska gymnasieelevers matematiska kunskaper och högskoleberedskap
KTH, School of Education and Communication in Engineering Science (ECE).
KTH, School of Education and Communication in Engineering Science (ECE).
2017 (Swedish)Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesisAlternative title
A comparison of Finnish and Swedish upper secondary school students’ mathematical competencies and college readiness (English)
Abstract [sv]

Den här masteruppsatsen ämnar jämföra de matematiska kompetenserna av tio svenska och tio finska gymnasieelever som studerar på ett studieförberedande program. Elevernas uppfattningar om tre matematiska koncept undersöktes; funktionsbegreppet, gränsvärdes-begreppet och deduktion. Rapporten börjar med att kort introducera de svenska och finska läroplanerna och jämför några skillnader. Efter det introduceras några teorier om matematisk didaktik, vilka senare används för att fördjupa analysen av den matematiska korrektheten av elevernas svar. Semistrukturerade intervjuer användes för att samla data. Data analyserades utifrån metodologin fenomenografi för att kategorisera svaren till ett antal uppfattningar. Resultatet visar att det finns en noterbar skillnad hos studiens svenska och finska elevers konceptbild av de tre matematiska koncepten. Det verkar som att medan de svenska eleverna har en djupare konceptuell förståelse om gränsvärden, är de finska eleverna bättre på att lösa konkreta uppgifter som behandlar gränsvärden. Vidare så verkar de finska och svenska eleverna generellt sett vara otillräckligt förberedda för att påbörja högre studier in de tre delområden i matematik som undersöktes.

Abstract [en]

This master thesis report aims to compare the mathematical competencies of ten Swedish and ten Finnish upper secondary school students who attend a program with the purpose of preparing students for higher education. Students’ perceptions of three mathematical concepts were explored; functions, limits and deduction. In particular, the study investigates how prepared the students are for higher education. The thesis starts of by briefly introducing the Swedish and Finnish curricula and engaging some key differences. Next, some theories regarding mathematical learning are introduced, which later are used to deepen the analysis of the mathematical correctness of students’ answers. Semi-structured live interviews were used to gather the data. This data was then analyzed with the methodology phenomenography in order to categorize the answers into a number of perceptions. The results show that there were some notable differences between the Swedish and Finnish students’ concept images of the three mathematical concepts. It seems that while the Swedish students had a deeper conceptual understanding of limits, the Finnish students were much better at solving concrete tasks concerning limits. Furthermore, both the Finnish and Swedish students in general seemed insufficiently prepared for higher education in the three sub-topics of mathematics which were explored.

Place, publisher, year, edition, pages
2017. , p. 57
Series
TRITA-ECE-EX ; 2017:33
National Category
Mathematics Educational Sciences
Identifiers
URN: urn:nbn:se:kth:diva-221834OAI: oai:DiVA.org:kth-221834DiVA, id: diva2:1177859
External cooperation
Stockholms universitet
Subject / course
Technology and Learning
Educational program
Master of Science in Engineering - Engineering and of Education
Presentation
2017-12-11, 00:00
Supervisors
Examiners
Available from: 2018-01-29 Created: 2018-01-26 Last updated: 2018-01-29Bibliographically approved

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CiteExportLink to record
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Citation style
  • apa
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  • Other locale
More languages
Output format
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