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En analys av elevernas attityder och strategier vid problemlösning i matematik
KTH, School of Industrial Engineering and Management (ITM), Learning.
2019 (Swedish)Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesisAlternative title
An Analysis of Student Attitudes and Strategies on Problem Solving in Mathematics (English)
Abstract [sv]

Syftet med denna studie är att bättre förstå vilka attityder och strategier som framkommernär elever löser matematiska problem samt att pröva om det går att påvisa några sambandmellan elevernas attityd till matematisk problemlösning och deras problemlösningsförmåga.Undersökningen gjordes med hjälp av en kvalitativ studie av fyra elever i slutet av årskurs 8.Datainsamlingen bestod av två delar, en observationsdel och en intervjudel. Empirinanalyserades med hjälp av tematisk analys och ett teoretiskt ramverk. Ramverket består avtre attitydkomponenter som har totalt sju underkategorier som följs av kategoriernaproblemlösningsstrategi och metoder och procedurer. Attitydkomponenterna är: Kognitivauppfattningar, Affektiva tillstånd och Upplevd kontroll. Underkategorierna benämns:Upplevd relevans, Upplevd svårighet, Uppfattningar om genus, Lust och glädje, Oro,missnöje och olust, Upplevd självförmåga och Upplevt kontextberoende. Analysresultatetbestår av fyra attitydprofiler, en för varje deltagare.

Studien har bidragit till att attityder och strategier vid matematisk problemlösning bättrekan förstås. Resultatet indikerar att en positivare attityd även kan innebära en merutvecklad problemlösningsförmåga. Ytterligare utkomst av studien är indikationer på attinterventioner som stimulerar elevens tänkande om sitt eget tänkande (metakognition)gagnar elevens problemlösningsförmåga. Implikationer och fortsatta studier diskuteras.

Abstract [en]

The purpose of this study is to better understand the attitudes and strategies that emergewhen students solve mathematical problems and to test whether it is possible todemonstrate any connection between students' attitudes to mathematical problem solvingand their problem solving ability.The survey was conducted with the help of a qualitative study of four students at the end ofyear 8. The data collection consisted of two parts, one observation part and one interviewpart. The empiri was analyzed by thematic analysis and a theoretical framework. Theframework consists of three attitude components which in total have seven subcategories,these are followed by the problem-solving strategy and the method and procedurecategories. The attitude components are: Cognitive beliefs, Affective states and Perceivedcontrol. The subcategories are: Perceived relevance, Perceived difficulty, Gender beliefs,Pleasure and delight, Worry, dissatisfaction and unease, Self-efficacy and Contextdependency. The analysis result consists of four attitude profiles, one of each participant.

The study contributes with a better understanding of attitudes and strategies inmathematical problem solving. The result indicates that a more positive attitude can mean amore developed problem-solving ability. Further outcome of the study is that students’metacognition (thinking about your own thinking) benefit their problem solving ability.Implications and further research are discussed.

Place, publisher, year, edition, pages
2019. , p. 41
Series
TRITA-ITM-EX ; 2019:624
Keywords [en]
attitude, secondary school, mathematics, problem solving, thematic analysis
Keywords [sv]
attityd, grundskola, matematik, problemlösning, tematisk analys
National Category
Mathematics Learning
Identifiers
URN: urn:nbn:se:kth:diva-259618OAI: oai:DiVA.org:kth-259618DiVA, id: diva2:1352549
Subject / course
Technology and Learning
Educational program
Bridging Teacher Education Programme
Presentation
2019-09-18, 00:00
Supervisors
Examiners
Available from: 2019-09-19 Created: 2019-09-19 Last updated: 2019-09-19Bibliographically approved

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CiteExportLink to record
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Citation style
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