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Erfarenheter av inkonsekventa textuppgifter: En intervjustudie där tio elever i årskurs 6 delger sina erfarenheter av inkonsekventa textuppgifter.
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
Experiences of inconsistent word problems : A study were ten pupils from grade 6 confide their experiences of inconsistent word problems (English)
Abstract [sv]

Studien behandlar elevers erfarenheter kring inkonsekventa textuppgifter i matematik. Syftet är att bilda kunskap om elevers syn på tillvägagångssätt vid lösandet av och svårig­heter med uppgifterna. Studiens teori utgår från fenomenologin då den stämmer över­ens med studiens syfte. Datamaterialet i stu­dien utgår från tio semistrukturerade inter­vjuer med elever i årskurs 6. Eleverna har under intervjuerna fått delge tillväga­gångs­sätt och vad de erfar var svårt och lätt med olika textuppgifter. Resultatet visar att problemmodellering var den vanligast förekommande strategin bland eleverna, men även direktöversättning förekom. Eleverna menade att svårigheten med textuppgifter var att beräkna och förstå vad de skulle göra. Eleverna hade olika preferenser av den omformulerade uppgiften men alla elever förutom en ansåg att standardversionen eller versionen där sambanden var tydligare var enklast att förstå. Slutsatser som kunde dras var att eleverna tenderade att koppla samman signalord med ett visst räknesätt, oavsett vilken strategi de använde sig av. Eleverna var även mer medvetna om problematiken kring beräkningen än de språkliga faktorerna. Deras olika preferenser av formuleringen av en uppgift kunde bero på deras tidigare erfarenheter av textuppgifter.

Abstract [en]

This study discusses pupils’ experiences of inconsistent word problems within mathe­matics. The aim is to form knowledge about pupils’ views of strategies and difficulties when solving inconsistent word problems. The theory in the study is based on phenomenology as it corresponds to the aim of the study. The material consisted of ten semi-structured interviews with pupils in grade 6. In the interviews the pupils described how they solved word problems and which difficulties they experienced with word problems. The result displayed the problem model approach as most common among the pupils, but direct translation also occurred. Complex aspects which the pupils mentioned were to calculate and perceive which rule of arithmetic to use. The pupils preferred different forms of rewording, but all except one pupil chose the standard version or the conceptual rewording. Conclusions drawn from the study was that pupils tended to associate relation terms with a rule of arithmetic, regardless of which strategy they used. The pupils were more aware of complications of the computing than of linguistic aspects. The difference in preferences of rewording could be due to differences in experiences of word problems.

Place, publisher, year, edition, pages
2016. , 38 p.
Keyword [en]
word problem, inconsistent, experience, strategy, difficulty
Keyword [sv]
textuppgift, inkonsekvent, erfarenhet, tillvägagångssätt, svårighet
National Category
Pedagogy
Identifiers
URN: urn:nbn:se:hj:diva-31027ISRN: JU-HLK-JU-2-20160235OAI: oai:DiVA.org:hj-31027DiVA: diva2:945756
Subject / course
HLK, Mathematics for teaching and learnin
Supervisors
Examiners
Available from: 2016-07-04 Created: 2016-07-03 Last updated: 2016-07-04Bibliographically 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
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