Change search
ReferencesLink to record
Permanent link

Direct link
Problemuppgifter och förmågor som övas via dem: En läromedelsanalys
Örebro University, School of Science and Technology, Örebro University, Sweden.
2016 (Swedish)Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesisAlternative title
Problem Tasks and Abilities Practiced by Them (English)
Abstract [sv]

Problemlösning är en central del av Lgr11 och dagens matematikundervisning. Detta gör att de läromedel som används i de svenska skolorna måste behandla problemlösning om de ska kunna ge eleverna möjlighet att nå de utsatta målen i Lgr11. I årskurs 6 ska eleverna få betyg i matematik vilket gör det viktigt att undersöka om läromedlen når upp till målen i lgr11 runt om problemlösning. Studien är gjord som en läromedelsanalys, av Matte Direkt Borgen 6a och 6b. Min studie är en kvantitativ studie i två delar. Först analyserade jag hur många av de problem som enligt författaren anser är problem är problemuppgifter eller rutinuppgifter. Av det resultatet kunde jag sedan analysera hur väl problemlösningsförmågan, begreppsförståelse och resonemangsförmågan gick att öva via uppgifterna i läromedlet. Resultatet visade att bara 59 av de 137 uppgifter som författaren anser är problemuppgifter gick att klassificera som problemuppgifter. Förmågorna som övades via uppgifterna spelade dock ingen roll om det var problem- eller rutinuppgifter. Här övade alla uppgifter någon av de tre undersökta förmågorna.

Abstract [en]

Problem solving is a central part of Lgr11 and today's mathematics education. This allows the teaching materials used in the Swedish schools must treat the problem if they are to provide students with the knowledge to reach the vulnerable requirements of Lgr11. In Year 6, pupils get grades in mathematics, making it important to conduct research about learning reaches Lgr11 targets around the problem solving. The study is designed as a teaching material analysis, of Matte Direkt Borgen 6a and 6b. My study is a quantitative study in two parts. First, I analyzed how many of the problems according to the author considers to be problems are problems tasks or routine tasks. Of the result, I could then analyze how well the problem-solving ability, conceptual understanding and reasoning ability went to practice using the information in the teaching material. The results showed that only 59 of the 137 tasks which the author believes is the problem tasks could be classified as problem tasks. The abilities who was exercised by the data, however, does not matter if it was a problem or routine tasks. Here practiced all the information any of the three investigated abilities.

Place, publisher, year, edition, pages
2016.
Keyword [en]
Mathematics, problem, problem solving, problem solving ability, conceptual understanding
Keyword [sv]
Matematik, problemuppgifter, problemlösning, problemlösningsförmågan, begreppsförståelse
National Category
Mathematics
Identifiers
URN: urn:nbn:se:oru:diva-51893OAI: oai:DiVA.org:oru-51893DiVA: diva2:956707
Subject / course
Mathematics
Supervisors
Examiners
Available from: 2016-08-31 Created: 2016-08-31 Last updated: 2016-08-31Bibliographically approved

Open Access in DiVA

fulltext(356 kB)3 downloads
File information
File name FULLTEXT01.pdfFile size 356 kBChecksum SHA-512
b0ea445b4d46959547e19019e7cbbf1c9ae7129cb6ba3eae0b2a137efc32dccb4c0e9a1c3da21d3f6b7528935e3cb44a3eaf1021d07d473bdfc3b9f1ebca1f77
Type fulltextMimetype application/pdf

By organisation
School of Science and Technology, Örebro University, Sweden
Mathematics

Search outside of DiVA

GoogleGoogle Scholar
Total: 3 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: 17 hits
ReferencesLink to record
Permanent link

Direct link