Change search
ReferencesLink to record
Permanent link

Direct link
Multiplikationstabellen: En jämförelse mellan strategi- och repetitionsbaserad undervisning
2015 (Swedish)Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesisAlternative title
The Multiplication Table : A comparison between teaching based on strategy and drill (English)
Abstract [sv]

Undervisning om multiplikationstabellen består främst av lärande genom repetition eller strategi. Syftet med litteraturstudien är att utifrån forskning undersöka och jämföra inlärning av multiplikationstabellen genom strategi- och repetitionsbaserad undervisning. Studien avgränsas till elever i årskurs 1 till 6. Materialet samlades in genom en iterativ sökning på åtta databaser för vetenskapliga publikationer. Det insamlade materialet bestod av sjutton vetenskapliga publikationer. Resultatet visade att både lärande genom repetition och lärande genom strategi möjliggör för elever att automatisera multiplikationstabellen. Resultatet visade också att lärande genom strategi gör att elever kan använda sina kunskaper i nya matematiska sammanhang. En nackdel med lärande genom repetition är att det är svårt att lära sig multiplikationstabellen utan att använda mönster och samband. Strategi- och repetitionsbaserad undervisning leder till olika felsvar. Felsvaren förklaras bland annat med att eleven övat för lite eller att de har en bristande taluppfattning. Forskningen presenterar en stadieteori som beskriver lärandet av multiplikationstabellen och två olika teorier som beskriver hur multiplikationskombinationer memoreras. Kombinationerna memoreras som enskilda enheter eller som system av sammankopplade erfarenheter.

Abstract [en]

Teaching of the multiplication table mainly consists of learning through drill or learning through strategy. The aim of this literature study is to investigate and compare the learning of the multiplication table through strategy and drill. The study is an analysis of previous research and limited to research on pupils in grade 1 to 6. The material was collected through an iterative search in eight databases of scientific literature. The retrieved material contained seventeen scientific publications. The analysis showed that both learning through drill as well as learning through strategy make pupils develop automaticity of the multiplication table. It also showed that learning based on strategies enable pupils to use acquired knowledge in new mathematical areas. A disadvantage of learning through drill is that it is difficult to learn multiplication facts without utilizing patterns and connections. Pupils make different errors depending on whether they have been taught through strategies or through drill. Errors are explained with a variety of factors, for instance a lack of practice or a lack of number sense. Previous research present three phases that pupils go through in order to master the multiplication table and two different theo-ries of how the multiplication facts are memorized. The multiplication facts are memorized either as separate entities or as a system of interrelated experiences.

Place, publisher, year, edition, pages
2015. , 25 p.
Keyword [en]
multiplication table strategies drill automaticity errors
Keyword [sv]
multiplikationstabellen strategier repetition utantillkunskap felsvar
National Category
URN: urn:nbn:se:hj:diva-26643ISRN: JU-HLK-JU-1-20150009OAI: diva2:812790
Available from: 2015-06-01 Created: 2015-05-20 Last updated: 2015-06-01Bibliographically approved

Open Access in DiVA

fulltext(418 kB)97 downloads
File information
File name FULLTEXT01.pdfFile size 418 kBChecksum SHA-512
Type fulltextMimetype application/pdf


Search outside of DiVA

GoogleGoogle Scholar
Total: 97 downloads
The number of downloads is the sum of all downloads of full texts. It may include eg previous versions that are now no longer available

Total: 208 hits
ReferencesLink to record
Permanent link

Direct link