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Matematisk problemlösning: Hur lärare kan stötta grundskoleelever vid matematisk problemlösning
Örebro University, School of Science and Technology.
2019 (Swedish)Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesisAlternative title
Mathematical problem solving : How teachers can support compulsory school students in mathematical problem solving Abstract (English)
Abstract [sv]

Läraren har en viktig roll för elever vid matematisk problemlösning. Med en systematisk litteraturstudie var syftet med studien att öka kunskapen om lärarens roll i klassrummet vid matematisk problemlösning i grundskolan. Det gjordes genom att undersöka vad tidigare forskning säger om hur lärare kan stötta grundskolelever vid matematisk problemlösning. Den systematiska litteraturstudien genomfördes i databasen ERIC. Resultatet av studien visade att lärare kan stötta elever på fyra olika sätt. 1. Genom valet av matematiska problem och frågor till problemet och hur dessa introduceras för eleverna. 2. Genom valet av lösningsmetoder läraren väljer att visa. 3. Genom valet av stödstrukturer och laborativa material som kan delas in i digitala verktyg och färdiga tillvägagångssätt/visuella representationer. 4. Genom hur läraren interagerar med eleverna och främjar interaktion mellan elever. Lärarens agerande visade sig vara betydelsefullt för elevers möjlighet att få stöd vid matematisk problemlösning.

Abstract [en]

The teacher has an important role for students in mathematical problem solving. With a systematic literature review was the aim of the study to increase knowledge about the role of the teacher in the classroom in mathematical problem solving in compulsory school. It was done by examining what previous research says about how teachers can support compulsory school students in mathematical problem solving. The systematic literature review was performed in the database ERIC. The result of the study showed that teachers can support students in four different ways. 1. Through the choice of mathematical problems and questions to the problem and how these are introduced to the students. 2. Through the choice of solution methods the teacher decides to present. 3. Through the choice of support structures and laboratory materials which can be divided into digital tools and completed procedures/visual representations. 4. Through how the teacher interacts with the students and encourage interaction between students. Actions from the teacher proved to be important for students’ opportunities to get support in mathematical problem solving. 

Place, publisher, year, edition, pages
2019. , p. 53
Keywords [en]
mathematics, problem solving, teacher, support
Keywords [sv]
matematik, problemlösning, lärare, stötta
National Category
Mathematics
Identifiers
URN: urn:nbn:se:oru:diva-78417OAI: oai:DiVA.org:oru-78417DiVA, id: diva2:1375497
Subject / course
Mathematics
Supervisors
Examiners
Available from: 2019-12-05 Created: 2019-12-05 Last updated: 2019-12-05Bibliographically approved

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Matematisk problemlösning - Hur lärare kan stötta grundskoleelever vid matematisk problemlösning(751 kB)26 downloads
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CiteExportLink to record
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Citation style
  • apa
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