dc.contributor.advisor | Kaspersen, Eivind | |
dc.contributor.author | Nordbotten, Birthe Johanne | |
dc.contributor.author | Skoglund, Øyvor | |
dc.date.accessioned | 2024-07-27T17:20:31Z | |
dc.date.available | 2024-07-27T17:20:31Z | |
dc.date.issued | 2024 | |
dc.identifier | no.ntnu:inspera:187436574:46810643 | |
dc.identifier.uri | https://hdl.handle.net/11250/3143514 | |
dc.description.abstract | I denne studien har vi undersøkt 4. og 5. trinns elever sine strategier i arbeid med
strukturerte kvikkbildeoppgaver i undervisning. Vi ville se på hvilket repertoar av
strategier elevene hadde og hvordan de benyttet strategiene. Hensikten var å få en
dypere forståelse for hva elevene tenker i oppfattelse av mengder enn andre kvantitative
studier. Vi ville studere prosessen elevene går gjennom for å estimere strukturerte
kvikkbildeoppgaver.
Vi gjennomførte en studie på én 4. klasse og én 5. klasse på to ulike skoler. Det var til
sammen 27 elever som deltok i datainnsamlingen, hvorav 16 var 4. trinns elever og 11
var 5. trinns elever. Datainnsamlingen bestod av fire strukturerte kvikkbildeoppgaver
hentet fra MAM-prosjektet fordelt på to økter i hver klasse. Vi utførte en kvalitativ studie
i en undervisningssituasjon for å kunne studere elevene sine prosesser i et naturlig miljø.
I undervisningssituasjonen brukte vi flere datainnsamlingsmetoder for å få innsikt i
elevenes tanker og forklaringer. Vi benyttet semi-strukturert intervju som vi tok
lydopptak av, innsamling av elevarbeid, og hadde en aktiv deltakerrolle gjennom
datainnsamlingsøkten. Vi tok også videoopptak av undervisningen.
Vi analyserte elevutsagnene med en induktiv tematisk analyse og fant at elevstrategiene
kunne deles inn i Oppfattelsesstrategier og Utregningsstrategier. I tillegg fant vi fire funn
som omhandler hvordan elevene benyttet strategirepertoaret sitt. Vi fant at samtlige
elever benyttet mer enn én strategi på hver oppgave. Vi fant også at noen elever endret
struktur på oppgaven i løpet av løsningsprosessen. Det tredje funnet var at mange av
elevene gikk tilbake til en sikkerhetsstrategi med flere steg for å finne en løsning. Det
siste funnet var at noen elever viste at de kunne se samme kvikkbildeoppgave på ulike
måter. Resultatene viste at våre datainnsamlingsmetoder ga dyp forståelse for hvordan
elever løste kvikkbildeoppgaver. Å vite hvordan elever løser kvikkbildeoppgaver er nyttig
for å kunne forstå elevenes løsninger og styre undervisningen mot matematiske mål. | |
dc.description.abstract | In this study we have researched 4th and 5th graders strategies while solving structured
quick-image tasks in a classroom situation. We wanted to see which strategies the pupils
used and how they used the strategies. The purpose with this study was to get a deeper
comprehension of the pupils understanding and perception while estimating quantities.
Our goal was to study the process the pupils’ are going through while estimating
structured quick images.
We conducted a study on a class of 4th and a 5th graders in two different schools. A total
of 27 pupils participated in the study where 11 of them were 5th graders and 16 of them
were 4th graders. The study consisted of four quick-image tasks collected from the MAM
project. The execution of the tasks were conducted over two sessions in both grades. We
conducted a qualitative study placed in a classroom situation, since we wanted to study
the pupil’s estimation-processes in a natural environment. We used several methods of
data collection to get at deeper insight into the pupils’ thoughts and explanations. We
used semi-structured interview which we recorded, we collected the pupils’ written work,
and we had an active participation-role throughout the data-collection. We also filmed
the lesson.
We used an inductive thematic analysis to code the pupils’ answers and found that the
pupils’ strategies could be separated into perception-strategies and calculation
strategies. In addition to these findings on strategy repertoire, the data showed four
aspects of how the pupils used these strategies. The data showed that all pupils which
participated in the study, used more than one strategy while solving each quick-image
problem. We also found that some pupils changed their perception of the structure of the
task during the estimation process. The third finding was that several pupils returned to
a safety-strategy, that required more steps than the original strategy to find a solution to
the problem. The last finding was that some pupils showed that they could see the same
quick image in several ways and with several structures. The results of this study showed
that our way of collecting data provided a deeper understanding of how pupils solve
quick-image problems than earlier quantitative studies has provided. It is beneficial to
have knowledge of pupils’ strategy choices while solving quick-image problems, because
this knowledge can help the teacher understand the pupils’ solutions and direct the
teaching towards mathematical goals. | |
dc.language | nob | |
dc.publisher | NTNU | |
dc.title | Elevers estimeringsstrategier i kvikkbildeoppgaver | |
dc.type | Master thesis | |