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Matematiska förmågors interaktion och det matematiska minnets roll vid lösning av matematiska problem
Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
2013 (Swedish)Licentiate thesis, monograph (Other academic)
Abstract [en]

The thesis deals with the interaction of mathematical abilities and the mathematical memory's role in problem-solving. To examine those phenomena, I analyzed the expression of mathematical abilities for high achieving students from upper secondary school. The study shows that the mathematical memory accounts for a relatively small proportion of time of the problem-solving process and that the mathematical memory emerges mainly during the initial phase of the process. Although the mathematical memory accounts for a small percentage of the time of the problem-solving process, the mathematical memory has a decisive role for the choice of problem-solving methods, because the students choose their solution methods in the initial phase of their problem-solving activity. The study shows that the choice of problem-solving method has significant consequences for the students' problem-solving activity; if the chosen methods did not lead to the desired outcome, so the students found it very difficult to change their initially chosen problem-solving methods. The study also shows that students who use general problem-solving methods perform better than students who use numerical methods.

Abstract [sv]

Avhandlingen fokuserar matematiska förmågors interaktion och det matematiska minnets roll vid problemlösning. För att undersöka dessa företeelser, har jag analyserat matematiska förmågors uttryck hos högpresterande gymnasieelever. Eleverna löste nya och utmanande matematiska problem individuellt, under enskilda observationer. Studien visar att det matematiska minnet tar i anspråk en relativt liten andel tid av problemlösningsprocessen och är huvudsakligen närvarande i processens inledande fas. Trots att det matematiska minnet tar i anspråk en liten andel tid, så är det matematiska minnet avgörande för valet av problemlösningsmetoder eftersom eleverna väljer lösningsmetoder i processens inledande fas. Studien visar att valet av problemlösningsmetod har viktiga konsekvenser för elevers problemlösning. Om de valda metoderna inte leder till önskat resultat, så har eleverna mycket svårt för att ändra sina initialt valda lösningsmetoder. Studien visar också att elever som använder allmänna problemlösningsmetoder presterar bättre än elever som använder numeriska metoder.

Place, publisher, year, edition, pages
Stockholms: Institutionen för matematikämnets och naturvetenskapsämnenas didaktik, Stockholms universitet , 2013. , 131 p.
Series
Rapporter i matematikämnets och naturvetenskapsämnenas didaktik, 4
Keyword [sv]
matematisk problemlösning, matematiskt minne, matematiska förmågor, högpresterande elever
National Category
Mathematics Didactics
Research subject
Mathematics Education
Identifiers
URN: urn:nbn:se:su:diva-92108ISBN: 978-91-7447-635-4 (print)OAI: oai:DiVA.org:su-92108DiVA: diva2:637480
Opponent
Supervisors
Available from: 2013-07-29 Created: 2013-07-18 Last updated: 2017-09-21Bibliographically approved

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CiteExportLink to record
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