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Algebra och ekvationer – att underlätta lärande: Lärandet börjar byggas vid första kunskapsmötet
Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
2014 (Swedish)Independent thesis Advanced level (degree of Master (Two Years)), 20 credits / 30 HE creditsStudent thesis
Abstract [en]


This study aims with a pragmatic approach to investigate the learning about how to solve simple equations, and what the teacher can do to help the student. Four questions asked are: (i) How and why will learning take place? (ii) What will complicate learning? (iii) How to support and facilitate learning? (iv) Is it possible to identify an influence between identity and learning? To answer these questions a qualitative study in elementary school is done. The results of the investigation are compared with previous research, and an interview with the teacher is presented. The recorded lessons are analyzed with PEA (practical epistemology analysis), and letters from the students with the Ecological Systems Theory of Bronfenbrenner. The result that this study reveals confirms former studies in the subject. It is pronounced that future learning shows to be problematic when early entrances to the subject are not being steps towards a long-term end for the learning. Confusion arises together with a challenge of the new knowledge, in this case of the general algebraic solution method. Utterances like: "do not know", "do not want", are heard. After the new learning has taken place, some pupils expressed in letters, that the new approach was "simpler", "funny", "easy". On the other hand, students who need more time to their learning still think the section is "boring" and "troublesome". The conclusion of the study is an answer to the question: What to Consider For The Benefit Of Learning. Three things seem to be crucial, the first two concerns how the lessons are performed and the third concerns how the student thinks about his capability for learning. (i) Target: Have in mind the longtime end for the activity. Be aware of when a knowledge you think is already acquired, is instead questioned by the student. (ii) Technique: Emphasize the methods. Encourage to give exact answers instead of approximations. (iii) Time: Encourage to give exact answers instead of approximations. All new learning needs time, let the student understand that you are convinced that he will succeed in learning if he gives it time enough. 

Place, publisher, year, edition, pages
2014. , 79 p.
National Category
Mathematics Didactics
URN: urn:nbn:se:su:diva-107504OAI: diva2:747596
Available from: 2014-12-02 Created: 2014-09-17 Last updated: 2014-12-02Bibliographically approved

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