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"En förklaring är tydlig och konkret": En studie om förklaringar i matematik i årskurs 2
Södertörns högskola, Lärarutbildningen.
2018 (svensk)Independent thesis Advanced level (professional degree), 10 poäng / 15 hpOppgave
Abstract [en]

The aim of this study is to examine how teachers explain mathematical tasks in the mathematical education in grade 2, and also which perception they have of explanations and their own teaching. The survey is supported by theories that focuses on explanations in the education. These are Vygotsky´s theory of the development of the scientific concepts, general and literary concepts, proximal zone and scaffolding.

To achieve the aim, the following questions has been formulated:

  • How do teachers explain mathematical tasks in the mathematical education in grade 2?
  • How do teachers speak about explanations and their own teaching?

In summary, the results of this study are that teachers explain mathematical tasks in the mathematical education in grade 2 by using so called mathematical, daily and visual explanations when explaining these tasks in their education. Beyond this, the results of this study are also that teachers speak about explanations as something clear and concrete. They also define explanations as something that promote for student development and learning, and this is something the teachers in this study want to achieve in their own education when explaining mathematical tasks.

sted, utgiver, år, opplag, sider
2018. , s. 34
Emneord [en]
Explanations, mathematical tasks, mathematical education
Emneord [sv]
Förklaringar, matematiska uppgifter, matematikundervisning
HSV kategori
Identifikatorer
URN: urn:nbn:se:sh:diva-34740OAI: oai:DiVA.org:sh-34740DiVA, id: diva2:1188960
Fag / kurs
Teaching
Uppsök
Social and Behavioural Science, Law
Veileder
Tilgjengelig fra: 2018-03-09 Laget: 2018-03-09 Sist oppdatert: 2018-03-09bibliografisk kontrollert

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