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Loggbok i matematikundervisningen: Elevers perspektiv på skrivande i matematik
Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
2016 (Swedish)Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesisAlternative title
Journals in mathematics education : Students' perspective on writing in mathematics (English)
Abstract [en]

The purpose of this study is to illustrate how using journal writing in mathemathics education acts as a tool to support the learning of students. The questions asked to investigate if the purpose was met were:

-          In what way do students use journals as a tool to reflect over their own learning?

-          In what way do students use journals as a tool to reflect over their effort in class?

During six weeks, eighth grade students from two different classes wrote journals after each mathematics lesson. In the journals they wrote about what they learnt during class and about their effort. After the six weeks nine students were interviewed. The students describe how the journal writing helped them think metacognitively about what they learnt and how they worked during class. In addition, they have had a better direct contact with their teacher who has read the students’ entries and the response given was seen as positive for learning.

Abstract [sv]

Syftet med det här arbetet är att belysa hur användandet av loggbok i matematik-undervisningen kan fungera som verktyg för att stödja elevers lärande. De frågor jag ställt för att undersöka om syftet har uppnåtts var:

-          På vilket sätt använder eleverna loggboken som ett verktyg för att reflektera över sitt eget lärande?

-          På vilket sätt använder eleverna loggboken som ett verktyg för att reflektera över sin arbetsinsats?

Under sex veckor fick elever i två olika åttondeklasser skriva loggbok efter varje matematiklektion där de fick berätta vad de lärt sig och hur deras arbetsinsats under lektionen varit. Efter denna sexveckorsperiod intervjuades nio elever. Eleverna beskriver att loggboksskrivandet hjälpt dem att på ett metakognitivt sätt medvetandegöra vad de lärt sig och hur de arbetat under lektionstiden. Dessutom har de fått en ökad direktkontakt med läraren som läst deras loggboksinlägg och de beskriver att denna feed-back påverkat deras inlärning positivt.

Place, publisher, year, edition, pages
2016. , 32 p.
Keyword [en]
Mathematics, Writing, Learning, Journal, Education
Keyword [sv]
Matematik, Skriva, Lärande, Loggbok, Undervisning
National Category
Pedagogy
Identifiers
URN: urn:nbn:se:kau:diva-39238OAI: oai:DiVA.org:kau-39238DiVA: diva2:900732
Subject / course
Pedagogy
Educational program
Lärare:Kompletterande utbildning (allmänna ämnen), 90 hp
Supervisors
Examiners
Available from: 2016-02-05 Created: 2016-02-05 Last updated: 2016-02-05Bibliographically approved

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CiteExportLink to record
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Citation style
  • apa
  • ieee
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Output format
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