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"Ser ni nu att det betyder samma sak?": En observationsstudie av lärares arbete med representationsformer i matematikundervisningen.
Jönköping University, School of Education and Communication, HLK, School Based Research, Mathematics Education Research.
2017 (Swedish)Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesisAlternative title
”Do you see that this means the same thing?” : An observation study of teachers’ work with representations. (English)
Abstract [sv]

Elever kan ibland uppleva svårigheter med representationsformer och därför är studiens syfte att undersöka hur lärare arbetar med olika representationsformer samt hur lärare arbetar för att påvisa samband mellan representationsformer. Studien grundar sig i variationsteoretiska principer. Studiens empiri består av observationer om sex olika lärares helklassgenomgångar av eget valt ämnesinnehåll som har analyserats med hjälp av Ekdahls, Venkats och Runessons teoretiska ramverk (2016). Resultatet av studien visar att lärare använder representationsformen ”skrivna symboler” mest i undervisningen, samt att representationsformerna varierar beroende på vilket ämnesområde lärare undervisar i. Resultatet visar även att lärare använder gester och verbala uttryck för att tydliggöra sambanden mellan representationsformerna.  Slutsatsen är att lärare använder olika representationsformer i undervisningen samt att lärare tenderar att använda olika linking actions i matematikundervisningen för att synliggöra sambanden mellan representationsformer.

Abstract [en]

Students experience problems regarding representations in mathematics. Therefore the purpose of this study is to examine how teachers’ work with different representations and how they clarify the connections between representations. The study is based on the principles of variation theory. The data, consisting of observations of six different teachers whole class introductions, have been analysed using Ekdahl, Venkat and Runessons theoretical framework (2016). The study shows that teachers use the representation called “written symbols” most frequent and that the representation vary depending of the subject. The result also shows that teachers use gestures and their verbal expression to clarify the relationship between representations. The conclusion is that teachers use different representations in teaching, and that teachers tend to use different linking actions in mathematics to make the connection between representations visible. 

Place, publisher, year, edition, pages
2017. , 33 p.
Keyword [en]
representations, gestures, connections, mathematics, verbal expressions
Keyword [sv]
representationsformer, gester, samband, matematik, verbala uttryck
National Category
Educational Sciences
Identifiers
URN: urn:nbn:se:hj:diva-36254ISRN: JU-HLK-JU-2-20170344OAI: oai:DiVA.org:hj-36254DiVA: diva2:1111862
Subject / course
HLK, Mathematics for teaching and learnin
Presentation
(Swedish)
Supervisors
Examiners
Available from: 2017-06-20 Created: 2017-06-19 Last updated: 2017-06-20Bibliographically approved

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CiteExportLink to record
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Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
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  • de-DE
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