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Lärares användning av representationsformer i matematikundervisningen.
Jönköping University, School of Education and Communication.
2017 (Swedish)Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesisAlternative title
Teachers' use of representations in mathematical education. (English)
Abstract [sv]

Under min verksamhetsförlagda utbildning har jag noterat att elever har svårigheter att använda mer än en representationsform. Eftersom det är ett krav enligt kursplanen att eleverna ska kunna använda flera representationsformer samt växla mellan dem kan detta anses problematiskt. Syftet med den här studien är att undersöka hur lärare i årskurs 4–6 resonerar kring sina intentioner att använda olika representationsformer i matematikundervisningen. Olika representationsformer kan hjälpa elever att se en matematisk situation på fler sätt än ett. Studien utgår från fem representationsformer: manipulative models, written symbols, spoken symbols, pictures och real world situations. Studiens empiri samlades in genom kvalitativa forskningsintervjuer. Urvalet var sex lärare från olika skolor. Resultatet visar att lärarna växlar mellan representationsformer för att förstärka och förtydliga matematiskt innehåll eller matematiska begrepp. Gemensamt för samtliga lärare var att de väljer att använda fler än en representationsform när det är introduktion av ett nytt innehåll eller begrepp. Samtliga lärare anpassar även användningen av olika representationsformer efter elevers enskilda behov. De ansåg att valet av representationsformer kan underlätta när en koppling till vardagliga situationer ska göras i undervisningen.

Abstract [en]

Based on personal observations from work-based training, the students seem to have difficulties using various kinds of representations. The curriculum says that multiple representations should be included in the mathematics education. The aim of the study is to explore how teachers in grade 4-6 discuss about using different representations in their teaching of mathematics. Different representations can help students see a mathematical situation in more than one way. The study is based on five representations: manipulative models, written symbols, spoken symbols, pictures, and real-world situations. The data, consisting of interviews of six different teaches and schools, showed that the teachers use representations to enchance and clarify mathematical content or concepts. All teachers that participated chose to use more than one representation when an introduction is given regarding an additional content or concept. All teachers adapt the use of representations according to the students’ individual needs. They also considered that the choice of representation could help when a connection to everyday situations are made in the classroom.

Place, publisher, year, edition, pages
2017. , p. 25
Keywords [sv]
representationsformer, lärare, matematik
National Category
Educational Sciences
Identifiers
URN: urn:nbn:se:hj:diva-38176ISRN: JU-HLK-JU-2-20170439OAI: oai:DiVA.org:hj-38176DiVA, id: diva2:1166376
Subject / course
HLK, Mathematics for teaching and learnin
Presentation
(Swedish)
Supervisors
Examiners
Available from: 2017-12-18 Created: 2017-12-14 Last updated: 2017-12-18Bibliographically approved

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CiteExportLink to record
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