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Materialisering av algebraiska uttryck i helklassdiskussioner med lärandemodeller som medierande redskap i årskurs 1 och 5
Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.ORCID iD: 0000-0003-0764-5728
Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.ORCID iD: 0000-0002-1962-4126
Stockholm University, Faculty of Science, Department of Mathematics and Science Education.ORCID iD: 0000-0002-0252-7223
Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
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2019 (Swedish)In: Nordisk matematikkdidaktikk, NOMAD: [Nordic Studies in Mathematics Education], ISSN 1104-2176, Vol. 24, no 3-4, p. 81-106Article in journal (Refereed) Published
Abstract [sv]

Syftet med denna artikel är att beskriva och diskutera vilka funktioner lärandemodeller kan ha för att främja yngre elevers kollektiva diskussioner om algebraiska uttryck. Artikeln bygger på data från ett designforskningsprojekt baserat på Davydovs principer för lärandeverksamhet, bestående av videofilmade forskningslektioner i årskurs1 och 5. Analysen fokuserar på vad som skapar förutsättningar för helklassdiskussioner om algebraiska uttryck, hur de drivs framåt och kvalificeras samt vilka funktioner lärandemodeller kan ha för elevernas utforskande av matematiska strukturer och relationer i algebraiska uttryck. Resultatet indikerar att lärandemodeller som medierande redskap gör det möjligt för eleverna att föra kreativa och reflekterande diskussioner om algebraiska uttryck och deras komponenter.

Abstract [en]

The aim for this article, which draws upon on data from a design research project based on Davydov’s principles of learning activity, is to discuss which functions learning models can have to promote students’ collective discussions on algebraic expressions. The data is comprised of videotaped lessons in Grade 1 and 5 respectively. The analysis focuses on conditions for qualifying whole-class discussions and the functions learning models can have for the students’ collective exploration of mathematical structures and relationships in algebraic expressions. The result indicates that learning models as mediating tools enable the students to conduct creative and reflective discussions on algebraic expressions and their components.

Place, publisher, year, edition, pages
2019. Vol. 24, no 3-4, p. 81-106
Keywords [sv]
algebraiska uttryck, lärandeverksamhet, lärandemodeller, helklassdiskussioner
National Category
Didactics
Identifiers
URN: urn:nbn:se:su:diva-176339OAI: oai:DiVA.org:su-176339DiVA, id: diva2:1374728
Funder
Swedish Institute for Educational Research, 2016/151Available from: 2019-12-02 Created: 2019-12-02 Last updated: 2019-12-11Bibliographically approved

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Eriksson, IngerWettergren, SannaFred, JennyNordin, Anna-KarinNyman, MartinTambour, Torbjörn
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Department of Humanities and Social Sciences EducationDepartment of Mathematics and Science EducationDepartment of Mathematics
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Nordisk matematikkdidaktikk, NOMAD: [Nordic Studies in Mathematics Education]
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