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  • 1.
    Andersson, Sanna
    et al.
    Malmö University, Faculty of Education and Society (LS).
    Bjerstam, Amanda
    Malmö University, Faculty of Education and Society (LS).
    Elevers matematiska utveckling i arbetet med problemlösning inom det kooperativa lärandet2021Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The following study aims to investigate how pupils benefit from the work with problem solving in cooperative learning and what mathematical abilities the pupils develop in this type of work. The target of this study is elementary school. The result of this study is based on a selection of scientific articles. The problem statement has been a decisive factor in the choice of articles. The conclusion of this study is that the pupils benefit from problem solving within cooperative learning because it supports pupils' ability to solve mathematical problems. Also the students benefit from discussions with their peers when they are reasoning together and use mathematical terms. The abilities that develop using problem solving in mathematics education are abilities that are stated in Lgr11 (Skolverket, 2019) and creative abilities. Other abilities that develop using problemsolving within cooperative learning are logical thinking and reasonableness assessment.

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  • 2.
    Bjerstam, Amanda
    et al.
    Malmö University, Faculty of Education and Society (LS), Department of Natural Science, Mathematics and Society (NMS).
    Andersson, Sanna
    Malmö University, Faculty of Education and Society (LS), Department of Natural Science, Mathematics and Society (NMS).
    Årskurs sex elevers strategier för att hantera utmanade termer i matematikundervisningen.: Year six students´strategies for dealing with challenging words in mathematics teaching.2022Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The following study aims at investigating which subject-specific words students in year 6 find difficult in the mathematical field of geometry and which strategies they use in spite of difficulties to be able to take on mathematical tasks in geometry. To achieve the purpose of the study, two questions have been formulated: What mathematical terms in geometry do grade 6 students find difficult to master? and What strategies do math students use to solve problems despite a possible lack of understanding of the terminology? To answer the questions, both quantitative and qualitative methods have been used in terms of a survey and of interviews with year 6 students. The result of this study shows what some words that students find difficult to master in geometry are: line of symmetry / lines of symmetry, diagonal and origin and symmetrical. When systematizing the terms into categories, it was clarified that the students in year 6 find words used for description of properties in geometry most difficult to master. The three most mentioned strategies pupils use when they do not understand the mathematics terms are to ask a teacher, guess and use image support (if available). 

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