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Elevers användning av räknelagar, räkneregler och räknestrategier
Jönköping University, School of Education and Communication.
2019 (Swedish)Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesisAlternative title
Students´ use of the laws, rules and strategies of arithmetic (English)
Abstract [sv]

Syftet med den här studien är att undersöka hur elever i de tidiga skolåren är medvetna om de lagar, regler och strategier som bygger strukturen i aritmetiska uttryck. Inom matematiken finns det räknelagar, räkneregler och räknestrategier. Därför är det viktigt att elever i skolan ges möjligheten att utveckla kunskaper om dem.

Data har samlats in genom 16 semistrukturerade intervjuer med elever från årskurs 1. Eleverna i studien har under fyra deluppgifter fått visa hur de gör när de summerar tre eller fyra tal. Studien har visat att elever väljer tal efter olika principer, placerar tal efter olika principer och ändrar placering av talen vid beräkningar. I den här studien har elever visat att de kan göra motiveringar till varför operationsordningar går att ändra. Studien har visat att eleverna använt associativa lagen trots att de saknar formell undervisning om den. Vid de olika deluppgifterna har räknelagar, räkneregler och räknestrategier används. Studien har visat att flera elever kan göra generaliseringar över kommutativa och associativa lagen. Slutsatsen av studien är att elever redan i årskurs 1 är väl medvetna om de lagar, regler och strategier som bygger strukturen i aritmetiska uttryck.

Abstract [en]

In mathematics, there are laws, rules and strategies of arithmetic. That is why it is important that young students are given the opportunity to develop knowledge about them. The purpose of this study it to investigate whether students in the early school years are aware of the laws, rules and strategies that build the structure of arithmetic. The data for this study is 16 semi-structured interviews with Swedish 1:st grade students.

The students in this study have, during four sub-tasks, shown how they add three or four numbers. The study shows that students choose numbers according to different principles, place numbers according to different principles and change the placement of the numbers in calculations. Students can also give reasons for why the order of number can be changed. Students used the associative law even though they lack formal education about it. For the various sub-tasks, it is obvious that arithmetic laws, rules and strategies have been used. Particularly several students have shown that they can make generalizations of the commutative and associative law. The conclusion of the study shows that students are aware of the laws, rules and strategies that build the structure of arithmetic expressions. 

Place, publisher, year, edition, pages
2019. , p. 32
Keywords [en]
calculation rules, calculation laws, calculation strategies, early algebra
Keywords [sv]
räkneregler, räknelagar, räknestrategier, early algebra
National Category
Mathematics
Identifiers
URN: urn:nbn:se:hj:diva-44054ISRN: JU-HLK-JU-2-20190683OAI: oai:DiVA.org:hj-44054DiVA, id: diva2:1320487
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Available from: 2019-06-07 Created: 2019-06-04 Last updated: 2019-06-07Bibliographically approved

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CiteExportLink to record
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Citation style
  • apa
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Output format
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