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Hur elever i årskurs 1 förstår likhetstecknet
Jönköping University, School of Education and Communication, HLK, School Based Research, Mathematics Education Research.
2016 (Swedish)Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesisAlternative title
The understanding of the equal sign among students in first grade (English)
Abstract [sv]

Syftet med studien är att bilda kunskap om hur elever i årskurs 1 förstår likhetstecknet. De frågeställningar studien syftar till att besvara är hur elever i årskurs 1 uppfattar likhetstecknet och vilka kritiska aspekter som finns i elevers beskrivningar av likhetstecknet. Syftet uppfylls i en kvalitativ observations- och intervjustudie. Fem elever i den observerade klassen intervjuades om sina uppfattningar av likhetstecknet. Eleverna löste även matematikuppgifter med fokus på likhetstecknet och intervjuades om sina lösningar på uppgifterna. Det finns i studien inslag av fenomenografin och variationsteorin. Resultatet är att eleverna i klassen uppfattar likhetstecknet både relationellt och instrumentellt. Resultatet visar att olika elever har urskilt olika kritiska aspekter av likhetstecknet. Analysen visar att en elev kan urskilja en kritisk aspekt i en viss uppgiftsstruktur, men inte urskilja samma kritiska aspekt i en annan uppgiftsstruktur.

Abstract [en]

This study aims to analyze the understanding of the equal sign among students in first grade and to identify critical aspects in their descriptions of the equal sign. Data were collected from a classroom observation.  Also interviews with five students from the observed class were made.  The students were interviewed about their understanding of the equal sign and about their perceptions of mathematical tasks with focus on the equal sign.  There are elements in the study of Phenomenography and Variation Theory. The results of the study show that students have both relational and instrumental understanding of the equal sign. The result also show that different students have identified different critical aspects of the equal sign during their descriptions. The conclusion is that students’ ability to identify a critical aspect depends on the structure of the task.

Place, publisher, year, edition, pages
2016. , 35 p.
National Category
Mathematics
Identifiers
URN: urn:nbn:se:hj:diva-30692ISRN: JU-HLK-JU-2-20160165OAI: oai:DiVA.org:hj-30692DiVA: diva2:940272
Available from: 2016-06-21 Created: 2016-06-20 Last updated: 2016-06-21Bibliographically approved

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CiteExportLink to record
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Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf