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Students’ strategies to continue geometric number sequences
Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, Skolnära forskning, Matematikdidaktik.ORCID-id: 0000-0003-2199-1627
Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, Skolnära forskning, Matematikdidaktik.
Högskolan i Jönköping, Högskolan för lärande och kommunikation.
Högskolan i Jönköping, Högskolan för lärande och kommunikation.
2016 (engelsk)Konferansepaper, Publicerat paper (Fagfellevurdert)
Abstract [en]

Number sequences can be useful tools for teaching generalization, functions, or variables, for instance. Consequently, there are many studies that have studied students’ perception of number sequences and the strategies used to continue those sequences. However, a large part of the studies have been using arithmetic or quadratic number sequences. In this paper we present a study of students’ strategies to continue non-contextualized geometric number sequences. Interview data from 18 students in grades 9 to 12(age 15-19) (in Sweden) was analysed. Five qualitatively different strategies have been discerned in the data. These strategies are not completely overlapping the strategies previously described in literature.

sted, utgiver, år, opplag, sider
2016.
HSV kategori
Identifikatorer
URN: urn:nbn:se:hj:diva-28768OAI: oai:DiVA.org:hj-28768DiVA, id: diva2:889546
Konferanse
MADIF-10. Tionde matematikdidaktiska forskningsseminariet. 26-27 jan 2016. Karlstad.
Tilgjengelig fra: 2015-12-27 Laget: 2015-12-27 Sist oppdatert: 2015-12-27

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