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Utvecklas modelleringsförmågan nu?: Elevers potentiella utveckling i att modellera inom en specifik modelleringsmodul anpassad för kursen Matematik 5 på gymnasiet.
Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Mathematics and Computer Science (from 2013).
2019 (Swedish)Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesisAlternative title
Is the modelling competence developing now? : Students´ potential development in mathematical modelling within a specific modelling module adapted to the course Mathematics 5 in upper secondary school. (English)
Abstract [sv]

Matematisk modellering är en av de förmågor eleverna ska ges möjlighet att utveckla på gymnasiet. Det är dock inte helt självklart bland lärare vad modellering innebär och frågan är om de undervisningsaktiviteter som används i relation till undervisning av modellering idag verkligen är ändamålsenliga. Denna studie undersöker elevernas potentiella utveckling i att modellera inom en lektionsserie, en så kallad modelleringsmodul, riktad mot kursen Matematik 5 på gymnasiet. Elevernas potentiella utveckling studeras utifrån deras involvering i de olika delprocesser som anses utgöra modelleringsprocessen i sin helhet. Resultatet indikerar att modelleringsmodulen tycks involvera eleverna i samtliga dessa delprocesser. Samtidigt visar resultatet att detta inte är en självklarhet och att vissa delprocesser tycks vara svårare att involvera eleverna i än andra.

Abstract [en]

Mathematical modelling is one of the competences students will have the possibility to develop in upper secondary school. However, it is not entirely obvious among teachers what modelling really means and it is questionable if the learning activities that are being used in relation to modelling education today really are effective. This study focuses on the students’ potential development within a series of lessons, a so-called modelling module, adapted for the course Mathematics 5 in upper secondary school. The students’ potential development is studied based on their involvement in the various sub-processes that are considered to be the modelling process as a hole. The result indicates that the modelling module involves students in all of these sub-processes. At the same time, the results show this is not self-evident and some of the subprocesses seem to be harder to involve the students in than others.

Place, publisher, year, edition, pages
2019. , p. 46
Keywords [en]
modelling module, series of lessons, mathematical modelling, Mathematics 5, upper secondary school, mathematics education
Keywords [sv]
modelleringsmodul, lektionsserie, matematisk modellering, Matematik 5, gymnasiet, matematikundervisning
National Category
Other Mathematics
Identifiers
URN: urn:nbn:se:kau:diva-72662OAI: oai:DiVA.org:kau-72662DiVA, id: diva2:1326389
Subject / course
Teacher Education - Mathematics
Educational program
Secondary Education Programme: Upper-Secondary School: Mathematics (300 ECTS credits)
Supervisors
Examiners
Available from: 2019-06-26 Created: 2019-06-18 Last updated: 2019-06-26Bibliographically approved

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