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Blir eleverna problemlösare?: En läromedelsanalys om hur läroböckerna möjliggör utveckling av problemlösningsförmågan i matematik
Luleå University of Technology, Department of Arts, Communication and Education.
2019 (Swedish)Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesisAlternative title
Do the pupils become problem solvers? : A teaching material analysis about how the textbooks enable development of the problem-solving ability in mathematics (English)
Abstract [sv]

Tidigare studier har visat att matematiken i svenska skolan till övervägande del handlar om att räkna i läroboken samtidigt som det också påvisats att dessa i för låg utsträckning innehåller uppgifter som låter eleverna arbeta med problemlösning. Forskning menar att problemlösningsförmågan handlar om att ha en bred repertoar av strategier och en förståelse för hur dessa hänger samman och hur de kan användas. Förmågan förklaras som att kunna tänka kreativt och värdera sina kunskaper för att på bästa sätt angripa ett problem. För att utveckla detta måste eleverna få diskutera, konstruera egna problem och lösa problem på många sätt. De måste också få lösa många problem under en lång period. Denna studie har jämfört två läroböcker i årskurs fem som används i skolor och tittat på deras innehåll och uppbyggnad för att se hur de möjliggör utvecklingen av problemlösningsförmågan. Studien visade att båda läromedlen innehåller en låg andel matematiska problem och eleverna uppmanas att diskutera mycket lite. Eleverna ombeds aldrig att lösa ett problem på fler än ett sätt och bara i det ena läromedlet får eleverna träna på att skapa egna problem. Slutsatsen blev att båda läromedlen behöver kompletteras med annan undervisning om eleverna ska utveckla problemlösningsförmågan i matematik.

Abstract [en]

Previous studies have shown that mathematics in Swedish school for most part consists of calculating in the textbook when it at the same time has been proven that the textbooks in a too low extent contains tasks that allow the pupils to work with problem solving. Research mean that the problem-solving ability is about having a broad repertoire of strategies and an understanding for how these are associated and how they can be used. The ability is described as being able to think creatively and to evaluate one’s knowledges to tackle a problem as good as possible. To develop this, the pupils need to get the opportunity to discuss, create own problems and solve problems in many ways. They also must get to solve many problems during a long period of time. This study has compared two textbooks for grade five which are used in Swedish schools and has looked at their content and structure to see how they enable the development of the problem-solving ability. The study showed that both textbooks contain a low proportion of mathematical problems and the pupils are encouraged to discuss very little. The pupils are never asked to solve a problem in more than one way and only in one of the teaching materials the pupils get to practice making own problems. The conclusion was that both teaching materials need to be complemented by other education if the pupils are to develop the problem-solving ability in mathematics.

Place, publisher, year, edition, pages
2019. , p. 53
Keywords [en]
Textbook, teaching material analysis, mathematics, problem-solving ability, problem tasks
Keywords [sv]
Lärobok, läromedelsanalys, matematik, problemlösningsförmåga, problemuppgifter
National Category
Mathematics Pedagogical Work Humanities and the Arts
Identifiers
URN: urn:nbn:se:ltu:diva-74565OAI: oai:DiVA.org:ltu-74565DiVA, id: diva2:1325182
Educational program
Primary Education - School Years 4-6
Supervisors
Examiners
Available from: 2019-06-17 Created: 2019-06-14 Last updated: 2019-06-17Bibliographically approved

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CiteExportLink to record
Permanent link

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Citation style
  • apa
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