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Matematikuppgifters språkliga dräkt - hjälp eller hinder?
Linnaeus University, Faculty of Science and Engineering, School of Computer Science, Physics and Mathematics.
Linnaeus University, Faculty of Science and Engineering, School of Computer Science, Physics and Mathematics.
2010 (Swedish)Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesisAlternative title
The linguistic costume of mathematical tasks- help or hindrance? (English)
Abstract [sv]

Syftet med examensarbetet var att undersöka hur den språkliga dräkten i

matematiska textuppgifter inverkar på elevernas förmåga att lösa uppgiften.

Fokus i undersökningen har lagts på elever i matematiksvårigheter.

 

Utifrån teorier om olika svårigheter som språkets utformning kan ge inom

matematik och svenska, fokuserades i den följande undersökningen på

kategorierna signalord, kontextualisering och förstärkning av bild. Sex uppgifter

valdes ut från läromedel för att omformuleras i ytterligare två varianter vardera.

Undersökningen inleddes som en kvantitativ undersökning i årskurs fyra där

eleverna fick lösa sex uppgifter. Utifrån resultatet valdes elever ut för

kvalitativa intervjuer om textformuleringar. De intervjuade eleverna ingick i den

definierade målgruppen.

 

Resultatet visar att eleverna har lättare att hitta svar när det finns ett signalord i

uppgiften. De reagerar olika inför lösandet av en textuppgift, en del känner

tilltro medan andra konstaterar att uppgiften inte går att lösa. Elever i

matematiksvårigheter undviker att skriva uträkningar och enheter i svaren.

Abstract [en]

The purpose of this study was to examine how the linguistic costume in

mathematical tasks affects students' ability to solve the task. The focus of the

investigation was on students with mathematics difficulties.

 

Based on the theories of various difficulties in language design and how it can

effect in Mathematics and Swedish, the investigation was focused on the

categories signal words, contextualization and the strengthening of the

illustration. Six tasks were selected from textbooks to be reformulated in two

variants each. The investigation began as a quantitative survey in year four,

where students were to solve six tasks. Based on the results pupils were selected

for interviews about mathematical texts. The interviewed pupils belonged to the

defined group.

 

The results show that the pupils easier can find answers when there is a signal

word in the task. They react in different ways when they have to solve a task in

mathematic. Some pupils have enough confidence to think they can solve it,

while others feel that the task can not be solved. Students with mathematics

difficulties avoid writing calculations and units of the answers.

Place, publisher, year, edition, pages
2010. , p. 46
Keywords [en]
Mathematics education, reading task, Mathematics difficulties, special education, context
Keywords [sv]
matematikdidaktik, matematiska textuppgifter, matematiksvårigheter, specialpedegogik, kontext
Identifiers
URN: urn:nbn:se:lnu:diva-7309OAI: oai:DiVA.org:lnu-7309DiVA, id: diva2:343642
Subject / course
Mathematics
Uppsok
Physics, Chemistry, Mathematics
Supervisors
Examiners
Available from: 2010-09-08 Created: 2010-08-15 Last updated: 2016-05-09Bibliographically approved

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CiteExportLink to record
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Citation style
  • apa
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