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Likheter och skillnader mellan flickor och pojkar i årskurs ett vid lösning av aritmetiska uppgifter.
Linnaeus University, Faculty of Science and Engineering, School of Computer Science, Physics and Mathematics.
2011 (Swedish)Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
Abstract [sv]

Tidigare studier visar att det finns skillnader mellan flickor och pojkar avseende hur de upplever ämnet matematik, vilket återspeglas i utbildnings- och yrkesval. Tidigare studier visar även att det finns skillnader mellan flickor och pojkar avseende hur de lär och tänker när de löser matematiska problem och attlärare inte alltidtar hänsyn till dessa skillnader. Denna studie syftar till att undersöka hur flickor och pojkar löser aritmetiska uppgifter genom kognitiva, kroppsliga och externa strategier samt likheter och skillnader mellan flickor och pojkar. Totalt har 23 barn (11 flickor och 12 pojkar) i grundskolans årskurs ett löst nio aritmetiska och fyra andra matematiska uppgifter. Barnen instruerades att tänka högt och blev videofilmade. Resultaten visar att pojkarna oftare använder kognitiva strategier (75% av uppgifterna) än flickorna gör (66%). Särskilt ofta använder pojkarna de kognitiva strategier som kallas härledning och talfakta (62%) medan flickorna använder dessa strategier mindre ofta (40%). Flickorna använder oftare kognitiva och kroppsliga strategier där de räknar upp eller ned (49%) än pojkarna gör (20%). Flickorna använder även oftare kroppsliga strategier (30%) än pojkarna gör (13%). Dessa skillnader pekar på att lärare bör kartlägga vilka strategier eleverna använder för att därigenom kunna anpassa sin undervisning.

Abstract [en]

Previous research show there are differences between girls and boys as it comes to how they experience school mathematics, which has consequences for educational and professional career choices. Previous studies also show there are differences between girls and boys concerning how they learn and think when solving mathemtical problems and that teachers do not always take these differences into consideration. This study aims at describing and anaysing how girls and boys solve arithemtic tasks by using cognitive, bodily and external strategies and similarities and differences betweeen girls and boys. In total, 23 children (11 girls and 12 boys) first graders in elementary school solved nine arithmetic and four other mathematical tasks. The children were instructed to think aloud and they were video recorded. The results show that boys more often used cognitive strategies (in 75% of tasks) than girls did (66%). In particular, the boys tended to use the cognitive strategies that are called decomposition and direct retrieval of artithmetic facts (62%) while the girls used these strategies less often (40%). The girls more often used cognitive and bodily strategies involving counting up or down (49%) than the boys did (20%). The girls more often used bodily strategies (30%) than the boys did (13%). These differences indicate that teachers should be provided tools for mapping strategies that pupils use in order to be able to adapt their teaching to individual differences.

Place, publisher, year, edition, pages
2011. , 74 p.
Keyword [en]
didactics of mathematics, compulsory school, gender, strategies, arithmetics, think-aloud protocol
Keyword [sv]
matematikdidaktik, grundskola, kön, strategi, aritmetik, think aloud protocol
URN: urn:nbn:se:lnu:diva-13682OAI: diva2:433248
Subject / course
Physics, Chemistry, Mathematics
Available from: 2011-08-09 Created: 2011-08-09 Last updated: 2011-08-09Bibliographically approved

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