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Högstadie- och gymnasieelevers svårigheter med det aritmetiska medelvärdet: En systematisk litteraturstudie
Linköping University, Department of Mathematics. Linköping University, Faculty of Science & Engineering.
2020 (Swedish)Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesisAlternative title
Lower and Upper Secondary School Students`Mathematical Difficulties with the Arithmetic Mean : A Systematic Literature Review (English)
Abstract [sv]

Denna studie är en systematisk litteraturstudie som syftar till att besvara frågeställningen: Vilka matematiska svårigheterförekommer bland högstadie- och gymnasieelever när de löser uppgifter som behandlar det aritmetiska medelvärdet? SamtVilka är skillnaderna mellan högstadie- och gymnasieelevernas svårigheter? Genom att besvara frågeställningarnakartläggs olika typer av elevsvårigheter, vilket kan bidra med information till lärare om hur de kan planera sinmatematikundervisning. I studien undersöks forskningslitteratur angående de svårigheter som finns i målgruppen ochgenom forskningslitteraturen identifieras sju teman av svårigheter. Det upptäcks både direkta svårigheter i förhållande tilldet aritmetiska medelvärdet, såsom ”att kommunicera innebörden av begreppet det aritmetiska medelvärdet” samt indirektasvårigheter, exempelvis ”att tolka och använda diagram”. Resultatet visar att eleverna på högstadiet och gymnasiet harsamma svårigheter att lösa uppgifter som handlar om det aritmetiska medelvärdet, men andelen elever som har svårigheterär lägre på gymnasiet. I studien tas det även upp implikationer för lärare till exempel diskuteras en undervisningsmetodsom beskrivs som kooperativt-lärande där eleverna får samarbeta för att utveckla sin förståelse inom ämnet.

Abstract [en]

This study is a systematic literary review that aims to answer the following research questions: What mathematicaldifficulties do lower (age 13-16) and upper secondary (age 16-19) students encounter when solving tasks which deals withthe arithmetic mean? And what differences in difficulties can be found between lower and upper secondary students?Answering these questions can produce guidelines for how teachers may prepare their lessons. The study examines previousresearch literature on difficulties within the target group and seven themes of difficulties are identifies. Both directdifficulties in relation to the arithmetic mean, such as “communicating the meaning of the term arithmetic mean” as wellas indirect difficulties, such as “interpret and use diagrams” are detected in the study. The result shows that students at bothlevels have the same difficulties to solve tasks with the arithmetic mean. The proportion of students with difficulties is,however, lower at upper secondary level. Implications for teachers is also brought to light in this study to facilitate thedevelopment of the teaching and learning of the arithmetic mean. One of the implications is that the teaching may includecooperative learning, where students work together in order to improve their understanding within the subject.

Place, publisher, year, edition, pages
2020. , p. 36
Keywords [sv]
Statistik, arimetiska medelvärdet, svårigheter, matematik, gymnasieelever, högstadieelever
National Category
Didactics Pedagogy Learning
Identifiers
URN: urn:nbn:se:liu:diva-163184ISRN: LiU-LÄR-MA-G--2020/01--SEOAI: oai:DiVA.org:liu-163184DiVA, id: diva2:1387285
Subject / course
Mathematics
Educational program
Teacher Education
Supervisors
Examiners
Available from: 2020-01-21 Created: 2020-01-21 Last updated: 2020-01-21Bibliographically approved

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