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Kan intensivträning med digitala verktyg påverka elevers taluppfattning och motivation?: En interventionsstudie på högstadiet
Linnaeus University, Faculty of Technology, Department of Mathematics Education.
Linnaeus University, Faculty of Technology, Department of Mathematics Education.
2015 (Swedish)Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesisAlternative title
Can intensive practice with digital tools affect students number sense and motivation? : An intervention study in Secondary School (English)
Abstract [sv]

Kan intensivträning med digitala verktyg påverka elevers taluppfattning och motivation? - En interventionsstudie på högstadiet. Can intensive practice with digital tools affect students number sense and motivation? – An intervention study in Secondary School.

 

Utgångspunkten för denna studie är de negativa konsekvenser matematiksvårigheter kan få för den enskilda eleven, som lämnar grundskolan utan godkänt betyg i matematik. Viktiga faktorer för att lyckas är god taluppfattning och motivation för att jobba med matematik.

 

Syftet med studien är att undersöka intensivträningens effekter på taluppfattning och motivation för att arbeta med matematik, genom att använda det webbaserade träningsprogrammet Mattelek Flex. Studien är gjord som fallstudie, där intervention, intervjuer och observationer ingått. Fem SUM-elever, som vid studiens början gick i åk 8, deltog. För att undersöka interventionens effekter på taluppfattningen gjordes en diagnos före, direkt efter samt efter sommarlovet. Diagnosen som användes var test 6 i Förstå och använda tal (McIntosh, 2008). Interventionens effekter på motivationen synliggjordes genom intervjuer och observationer, som analyserats utifrån några påverkansfaktorer som Jenner(2004) lyfter fram.

 

Resultatet visar att arbetet med Mattelek Flex stärker elevernas taluppfattning samtidigt som datorns effekter gör att motivationen ökar. 

Abstract [en]

Can intensive practice with digital tools affect students number sense and motivation?  – an intervention study in Secondary School.

 

The starting point in this study is the negative consequences difficulties in mathematics may have on the individual student, who leaves primary school without passing there math grades. Important factors to succeed are good number sense and motivation to work with mathematics.

 

The purpose of this examine is to notice what effect intensive training has on number sense and the motivation to work with mathematics, by using the web based training program Mattelek Flex. The study was made as a case study, concluded interventions, interviews and observations. Five SEM-students, as in the beginning of the study were in the eighth grade, participated. To examine the interventions effects on the number sense, a test was made before, directly after and after a summer breake. The used test was test 6 in “Förstå och använda tal (McIntosh, 2008). The interventions effects on the motivation were made visible through interviews and observations. They were analysed based on some influencing factors by Jenner(2004).

 

The result shows that, working with Mattelek Flex strengthens the students number sense and the effects of the computer increases the motivation.

Place, publisher, year, edition, pages
2015. , 48 p.
Keyword [en]
Basic number sense, mental number line, SEM-students, computer aided learning, intensive training, motivation.
Keyword [sv]
Grundläggande taluppfattning, mentala tallinjen, SUM-elever, datorstött lärande, intensivträning, motivation.
National Category
Didactics
Identifiers
URN: urn:nbn:se:lnu:diva-48770OAI: oai:DiVA.org:lnu-48770DiVA: diva2:895346
Subject / course
Didactics of Mathematics
Educational program
Speciallärarprogrammet Specialisering mot matematikutveckling
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Examiners
Available from: 2016-01-19 Created: 2016-01-13 Last updated: 2016-01-19Bibliographically approved

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