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Matematisk självkänsla: En metasyntes om hur begreppet används i forskningslitteratur
Linköping University, Department of Mathematics.
Linköping University, Department of Mathematics.
2019 (Swedish)Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesisAlternative title
Mathematical self-esteem : A meta-synthesis on how the concept is used in research literature (English)
Abstract [sv]

Vissa elever ser matematik som sitt favoritämne, andra känner ängslan för att de inte känner sig lika duktiga som övriga klasskamrater. Det vore därför användbart att dämpa elevers ångest och oro genom att arbeta med elevers matematiska självkänsla i klassrummet. Frågeställningarna för föreliggande examensarbete är följande: 1. Hur definieras begreppet matematisk självkänsla inom forskningslitteraturen? 2. Hur mäts matematisk självkänsla hos elever inom forskningslitteraturen? Det framkom i resultatet att det ej finns en entydig definition av matematisk självkänsla. En övervägande majoritet av de analyserade studierna definierade matematisk självkänsla som en elevs självvärdering av sin egna kompetens i matematik. Ett fåtal studier presenterade även andra komponenter till matematisk självkänsla, såsom en elevs uppfattning om sin kompetens i jämförelse med andra samt hur elevens tidigare erfarenheter såsom elevens framgångar, motgångar och hur stor emotionell vikt eleven sätter vid dessa. Samtliga analyserade studier som mätte matematisk självkänsla använde sig av ett påståendeformulär med tillhörande Likertskala. Påståendeformulären användes för att mäta bland annat elevernas kompetens inom matematik, elevernas kompetens inom matematik i relation till andra elever samt erfarenhet av matematik.

Abstract [en]

Some students see mathematics as their favourite subject, while some feel anxiety because they don’t experience themselves as good as other students. To reduce student’s anxiety and worry by working with student’s mathematical self-esteem in the classroom might, therefore, be productive. The questions for the present thesis were as follows: 1. How is mathematical self-esteem defined in research literature? 2. How are students’ mathematical self-esteem measured in research literature? It became apparent in the result that there was no unambiguous definition of mathematical self-esteem. A clear majority of the analysed studies defined mathematical self-esteem as a student’s self-evaluation of their own skills in mathematics. A few studies also presented other components of mathematical self-esteem, such as a student’s perception of their competence in comparison with others, and how the student’s previous experiences such as the student’s successes, setbacks and how great the emotional weight the student attach to them. All analysed research studies that measured self-esteem used a questionnaire with an associated Likert scale. The questionnaires were used to measure, amongst other things, students’ competence in mathematics, students’ competence in mathematics in relation to other students and also experience of mathematics

Place, publisher, year, edition, pages
2019. , p. 43
Keywords [en]
domain-specific self-esteem, mathematical self-esteem, mathematical anxiety
Keywords [sv]
Domänspecifik självkänsla, matematisk självkänsla, matematikångest
National Category
Other Mathematics Didactics Pedagogical Work
Identifiers
URN: urn:nbn:se:liu:diva-158254ISRN: LiU-LÄR-MG-A--2019/10--SEOAI: oai:DiVA.org:liu-158254DiVA, id: diva2:1331741
Subject / course
Mathematics
Educational program
Teacher Education
Supervisors
Examiners
Available from: 2019-06-27 Created: 2019-06-27 Last updated: 2019-06-28Bibliographically approved

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