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Matematiklärares val av huvudräkningsstrategier inom addition: En intervjustudie av 6 lärare i Sverige och England
Jönköping University, School of Education and Communication.
2016 (Swedish)Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
Abstract [sv]

Studien utgår från en kvalitativt inriktad analys och metod, där syftet är att undersöka vilka huvudräkningsstrategier som 3 svenska respektive 3 engelska lärare undervisar i, inom addition. Det empiriska materialet består av intervjuer som sedan har transkriberats och analyserats. Studien har låtit sig inspireras av ett hermeneutiskt perspektiv kombinerat med Grounded Theory. Hermeneutiskt perspektiv innebär att all data som finns i studien har tolkats och analyserats. Grounded Theory är ett vanligt sätt att analysera kvalitativ data och genom denna teori har kategorier skapats utifrån det resultat som framkommit. Resultatet av studien visar att de svenska lärarnas vanligaste val av strategier är: talsorter var för sig och algoritmer. De engelska lärarnas vanligaste val av strategier är: tiokamrater, additionstabellen och algoritmer. Av resultatet framkommer även de skillnader som finns mellan de intervjuade lärarnas val av strategier.

Abstract [en]

The study is based on a qualitatively directed method and the main aim is to investigate, and examine the mental arithmetic strategies of both Swedish and English teachers. In particular, the methods they use, to teach addition. The empirical data within this research is based on first hand interviews with six teachers; three from Sweden, and three from England. The study is inspired by a Hermeneutic Perspective in combination with Grounded Theory. The word hermeneutic, means that all of the data contained in the study has been interpreted and analyzed by the researcher. Grounded Theory is a common method used to analyze qualitative data. With this theory, categories have been created on the basis of the results obtained within this study. The results of the study show that Swedish teachers' most common choices of strategies are; partitioning method, and algorithms. In contrast, the English teachers’ strategies are the following; number bonds, the additiontable and algorithms. The results of this study also illustrate the differences between the Swedish and the English teachers’ choices of strategies.

Place, publisher, year, edition, pages
2016. , 28 p.
Keyword [en]
Mental strategies, mental computation, mental calculation, mental arithmetic och addition.
National Category
Mathematics
Identifiers
URN: urn:nbn:se:hj:diva-30903ISRN: JU-HLK-JU-2-20160213OAI: oai:DiVA.org:hj-30903DiVA: diva2:943514
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Available from: 2016-06-28 Created: 2016-06-28 Last updated: 2016-06-28Bibliographically approved

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CiteExportLink to record
Permanent link

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Cite
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