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Can you describe your home?: A study about students understanding about concepts within construction
Linnaeus University, Faculty of Technology, Department of Mathematics Education.
2014 (English)Independent thesis Advanced level (degree of Master (Two Years)), 20 credits / 30 HE creditsStudent thesis
Abstract [en]

The purpose with this research paper is to examine the students’ shown knowledge in geometry, with a focus on construction and its concepts, and the educational value and teaching the students got in this area. The students’ homes are used as a starting-point. The students shall, from a self-made drawing of their home and a photograph of it, describe what their home looks like. In this paper, the mathematical concepts the students used will be analyzed and compared with the education they received. The analytical framework is based on Van Hieles levels of knowledge and Blooms Taxonomy. The study was done at a Secondary School in Kenya. Four students were selected and interviewed. The lesson observations were made with the purpose to get an understanding for how the education for these students look like and to get examples on how the teaching is conducted for these students. Finally, interviews with the teachers were carried out. The students show a good knowledge in the national exams. However, the study shows that when the students are supposed to use this particular knowledge outside of the classroom, the students experience difficulties. Mostly, the students encounter problems when they are supposed to estimate measurements. Furthermore, they lack the ability to compare scales. The research also shows that the education for these students is monotone and much time during the lessons is spend either with a teacher lecturing in front of the board or students working with examples in the textbook. According to the Variation Theory, the knowledge of the students should deepen if the objects of learning are varying. This variation is not something the students receive in the present situation. 

Abstract [sv]

Syftet är att undersöka några gymnasieelevers visade kunskaper i geometri med fokus på konstruktion och begreppsanvändning samt den undervisning som erbjuds eleverna inom området. Elevernas hem används som utgångspunkt. Eleverna ska utifrån en teckning, som de själva ritat, och ett fotografi beskriva hemmet. De matematiska begrepp som eleverna använder analyseras. Analysverktyget bygger på van Hieles kvalitativa kunskapsnivåer och Blooms Taxonomi.

Undersökningen genomfördes på en gymnasieskola i Kenya. Fyra utvalda elever intervjuades. Lektionsobservationer genomfördes i syfte att få förståelse för hur elevernas undervisningssituation ser ut och få exempel på hur undervisningen bedrivs. Slutligen intervjuades två av elevernas lärare.

Eleverna har goda kunskaper på nationella prov men undersökningen visar att när dessa kunskaper skall överföras till något utanför lektionssalen stöter eleverna på problem. De har svårt att uppskatta längdenheter och svårt att jämföra skala. Det kommer också fram att deras undervisning är ganska monoton. Mycket tid läggs till att läraren undervisar eleverna framme vid tavlan eller att eleverna jobbar med uppgifter i sin övningsbok. Enligt variationsteorin, som beskrivs i arbetet, skulle elevernas kunskaper ges möjlighet att fördjupas om de geometriska objekt som skall förstås varieras. Denna variation erbjuds inte eleverna i nuläget. 

Place, publisher, year, edition, pages
2014.
Keyword [en]
Blooms taxonomy, Everyday life mathematics, Geometrical concepts, van Hieles levels.
Keyword [sv]
Blooms taxonomi, Geometriska begrepp, van Hieles nivåer, vardagsmatematik.
National Category
Didactics
Identifiers
URN: urn:nbn:se:lnu:diva-36357OAI: oai:DiVA.org:lnu-36357DiVA: diva2:737444
Subject / course
Didactics of Mathematics
Educational program
Lärarprogrammet, inriktning mot verksamhet i grundskolans senare år och gymnasiet
Supervisors
Examiners
Available from: 2014-08-13 Created: 2014-08-12 Last updated: 2014-08-13Bibliographically approved

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