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  • 1.
    Johannesson, Emily
    et al.
    Malmö University, Faculty of Education and Society (LS), Department of Natural Science, Mathematics and Society (NMS).
    Gerasovska, Claudia
    Malmö University, Faculty of Education and Society (LS), Department of Natural Science, Mathematics and Society (NMS).
    Flerspråkighet och problemlösningsuppgifter med olika former av stöttning2024Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This study aims to gain an understanding of how multilingual students take on the work of mathematical problem-solving and their experiences of taking on problem-solving tasks with the help of different types of scaffolding. To respond to the aim, two questions were formulated: (1) In what way do images, concrete materials and linguistic support in the form of pair work scaffold multilingual grade 2 students in the work with problem-solving in mathematics? and (2) How do multilingual students experience the three different types of scaffolding when working with mathematical problem-solving tasks? To answer the questions, the study used qualitative methods, namely observations of multilingual grade 2 students who took on mathematical problem-solving by means of the three different types of scaffolding mentioned above, and interviews with the same students about their experiences with the three different scaffolding types. The results show that multilingual students gain several beneficial advantages from tackling mathematical problem-solving tasks with different types of support. The support helps the students to understand the content of the problem-solving tasks. Furthermore, the results show that students have different experiences of support, which depends on where they are in terms of knowledge.

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  • 2.
    Johannesson, Emily
    et al.
    Malmö University, Faculty of Education and Society (LS).
    Gerasovska, Claudia
    Malmö University, Faculty of Education and Society (LS).
    Problemlösning och flerspråkiga elever2023Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of the study was to explore the unique needs and strengths of multilingual students when learning math and problem-solving and how the teacher should create the education with problem-solving for multilingual students. The result is based on these two questions that were developed in relation with the purpose. This study is based on ten scientific articles chosen from the databases Education Research Complete and ERIC by EBSCO. The result shows that multilingual students should be encouraged to use their different languages as it strengthens their knowledge development. They must also be allowed to work in various ways with problem-solving to develop relevant abilities.Overall, it is crucial for teachers to be aware of the needs of multilingual students and to make appropriate accommodations in order to support their learning and development. Furthermore, the study will show how multilingual students are having some benefits while working with problem-solving such as they are being more creative and adaptable. The conclusion indicates that multilingual students need some support in the work with problem-solving. It is therefore significant that the teacher can accommodate these needs and adjust the problem-solving activities.

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1 - 2 of 2
CiteExportLink to result list
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Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
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