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  • 1.
    Bisenius Sellgren, Kajsa
    Södertörns högskola, Lärarutbildningen.
    En studie om elevers val av metoder vid subtraktionsberäkningar2010Independent thesis Basic level (professional degree), 10 poäng / 15 hpOppgave
    Abstract [en]

    In this qualitative study of students’ methods of calculating subtractions, I have used interviews, subtraction exercises and analysis of teaching material. The purpose of my study was to explore which methods students in grade three uses when calculating subtractions. I also wanted to highlight which strategies the students use and their comprehension of the concept of subtraction. In the study, I also highlight the different pedagogical ideas on which the teaching material is based on and the students’ choice of methods.  The study shows that the students choose to use the methods”deduct” and “kind of number” independently. Further it also shows that the students choose to switch from the method “deduct” to “kind of number” when the numbers in the exercises are further up on the number axis. When asked, the students answered that subtraction means “minus” which they in turn explained as removing something, an explanation confirmed by the Swedish Academy dictionary. The students’ choice of methods and teaching material is based on different fundamental pedagogical view.

     

    Fulltekst (pdf)
    FULLTEXT02
  • 2.
    Ivarsson, Mabel Rocio
    Södertörns högskola, Lärarutbildningen.
    Matematik i förskolan: Barns antalsuppfattning i de tidiga åren2011Independent thesis Basic level (professional degree), 10 poäng / 15 hpOppgave
    Abstract [en]

    Purpose: The current thesis assignment aims to explain, understand and follow the strategies the young children employ into a conception of numbers. This thesis is based on a study performed by Doverborg and Pramling Samuelson.

    The following research questions serve to refine the stated goal:

    • How mathematical thinking regarding conception of numbers occurs within younger children and which strategies they use?
    • How is the interaction between the teacher and the younger children?

    Method: The study is organized as a qualitative study and was conducted in a pre-school with a group of four children. The children that have participated within my study are between two and three years old. They were filmed in four exercises. Then the films were transcribed. The method used is an analytic approach intentional analysis which allows studying the children´s strategies according to the established questions and also it makes it possible to follow how they think regarding mathematics.

    Conclusion: My study group shows in the final results that they in their strategies made use of one or more principles in their conception of numbers.

    Fulltekst (pdf)
    fulltext
  • 3.
    Milanda, Ibrahim
    Södertörns högskola, Lärarutbildningen.
    Matematikundervisning för andraspråkselever: En kvalitativ studie om lärares arbetssätt i matematik2010Independent thesis Basic level (university diploma), 10 poäng / 15 hpOppgave
    Fulltekst (pdf)
    FULLTEXT01
  • 4.
    Poli, Tina
    Södertörns högskola, Lärarutbildningen.
    Bedömning, som ett fenomen i vår vardag!: En kvantitativ ämnesdidaktisk studie om lärares attityder till olika bedömningsmetoder i matematikundervisning2017Independent thesis Basic level (professional degree), 10 poäng / 15 hpOppgave
    Abstract [en]

    Assessment has gained an increasing importance in our daily lives. It's a phenomenon that can control us whether we get rated or not. We assess students at school to measure the level of knowledge they are on. The purpose of this study is to determine which attitudes that occurs in traditional and alternative assessment in mathematics education. Another goal with the study is to compare what trends can be read with a survey conducted in Sidney, Australia. The questions that were designed were:

    • What attitudes are present in alternative assessment in mathematics education?

    • What trends can be read in a comparison between Sweden and Australia?

    Several elementary school teachers attending mathematics education answered a questionnaire that was then analyzed. The study has been based on three ways of assessing, different alternatives to why the methods would or would not be used, as well as the curriculum impact. The result shows that teachers from both Sweden and Australia overall are satisfied with the traditional assessment method, paper and pencil as an appropriate and sufficient way to assess students. The result showed that teachers in Sweden had no general positive attitude towards implementing alternative assessment methods in mathematics education. However, the method of teaching in Sweden that showed a good attitude was observation, formative assessment.

     

    Fulltekst (pdf)
    fulltext
  • 5.
    Rizzo Enqvist, Daniela
    Södertörns högskola, Lärarutbildningen.
    Formativ återkoppling i matematikundervisningen i årskurs 4–6: En undersökning om lärarnas återkoppling2019Independent thesis Basic level (university diploma), 10 poäng / 15 hpOppgave
    Abstract [en]

    Recent research has shown that summative feedback has a negative effect on pupils’ learning, because the feedback given lacks information sufficient to pupils. This compared to formative feedback which has shown positive results on pupils learning (William 2019). Despite the positive research results, it is problematic to implement the method in to practical teaching (Grevholm 2012).

    The purpose of this study is to analyze how formative feedback is used in mathematical teaching for grades 4-6 in Swedish schools. The study aims to answer the following questions: How is formative- and summative feedback in mathematics given? How is verbal feedback in mathematics used?

    This study has used the qualitative methods observation and interview to get a deeper insight of individual choices made by teachers. To analyze the collected materials, the theory of formative feedback in different levels have been used.

    The results show that the most common used formative feedback was in a verbal form. Verbal formative feedback was preferred since it involves direct communication, seldomly misunderstood. The results also show that written formative feedback was rarely given because it was considered time-consuming. Verbal formative feedback was mostly given to the pupils on a self-regulation level.

  • 6.
    Simonsson, Karin
    Södertörns högskola, Lärarutbildningen.
    Ämnesövergripande arbete i matematik och textilslöjd: Ett praktiskt försök i skolår 62009Independent thesis Advanced level (professional degree), 10 poäng / 15 hpOppgave
    Abstract [en]

    The aim of this thesis is to try to make the mathematics content of textile handicraft visible. This is done through an attempt at integrated studies in the two subjects with 6th grade students.

    The main question is: In what way may integrated studies in mathematics and textile handicraft lead to making the mathematics content of textile handicraft visible to the students? This question has been divided into three sub-questions: 1. What knowledge do students have on the order of the millimeter, centimeter, decimeter and meter units of length?, 2. In what situations do students mention knowledge of measuring as being of use?, and 3. To what extent do students see a connection between mathematics and textile handicraft before and after an attempt at integrated studies in mathematics and textile handicraft?

    The methods of use in this thesis are questionnaires and interviews.

    The theoretical frame is constituted by the sociocultural theory. This theory focuses on the idea that thinking is closely connected to our activities, which makes it a suitable basis for the thesis.

    The results of the study show that overall the students’ knowledge of the order of the units of length in question is good. The students mention knowledge of measuring as being of use mostly in situations related to consumption, building and painting, and mathematics. No student mentions a connection between mathematics and textile handicraft in the questionnaires. However, the interviewees mentioned measuring as being of use in textile handicraft. The study gives no definite answer to the question of whether integrated studies can make the mathematics of textile handicraft visible. The fact that students in interview after integrated studies are able to discover a connection between the two subjects may indicate that the mathematics content of textile handicraft has been made visible.

    Fulltekst (pdf)
    FULLTEXT01
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