Division i förskoleklassen genom problemlösning och problemformulering

Författare

DOI:

https://doi.org/10.61998/forskul.v12i2.23893

Nyckelord:

problemlösning, problemformulering, förskoleklass, division, designforskning

Abstract

I denna studie arbetade förskoleklasselever med division genom problemlösning och problemformulering. Data kommer från en undervisningsaktivitet uppdelad på två tillfällen. Aktiviteten planerades i samarbete mellan förskoleklasslärare och forskare och genomfördes i 11 förskoleklasser med 205 elever. Vid problemlösning urskilde eleverna relationen mellan helhet och delar, storleken på varje del, dela som division samt kontinuerlig och diskret mängd som aspekter av division. Vid problemformulering återkom dessa aspekter samt tillkom aspekten att täljaren kan vara ett rationellt tal. Utöver dessa aspekter av division formulerade eleverna till exempel uppgifter med en liknande kontext (kakor) men med ett annat matematikinnehåll (till exempel subtraktion). Då det finns få studier om problemlösning och problemformulering med yngre elever bidrar denna studie med kunskap av värde för både (förskoleklass)lärare och forskare.

Division in preschool class through problem solving and problem posing  

In this study, preschool-class students worked with problem solving and problem posing on division. Data comes from an activity divided into two sessions. The activity was planned in collaboration between preschool-class teachers and researchers and carried out in 11 preschool classes with 205 students. While solving problems, students distinguished the relationship between the parts and whole, the size of each part, dividing as division and continuous and discrete quantities as aspects of division. While posing problems, these aspects reappeared as well as the aspect that the numerator can be a rational number. Apart from problems on division, the students posed problems with a similar context (cookies) but a different mathematical content (e.g., subtraction). As there are few studies on problem solving and problem posing with younger students, this study contributes with knowledge of value to both (preschool class) teachers and researchers.

Författarbiografier

Jorryt van Bommel, Högskolan Dalarna

Jorryt van Bommel är gästprofessor i matematikdidaktik vid Högskolan Dalarna och beforskar just nu yngre elevers lärande i matematik samt lärarnas professionalisering.

Hanna Palmér, Institutionen för matematik, Linnéuniversitetet

Hanna Palmér är professor i matematikdidaktik vid Linnéuniversitetet. Hennes forskningsintresse är yngre barns lärande i matematik och tidig matematikundervisning

Andreas Ebbelind, Institutionen för matematik, Linnéuniversitetet

Andreas Ebbelind är i universitetslektor i matematikdidaktik vid Linnéuniversitetet. Hans forskning fokuserar problemlösning, digitala verktyg samt yrkesidentitet.

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Publicerad

2024-06-04

Referera så här

van Bommel, J., Palmér, H., & Ebbelind, A. (2024). Division i förskoleklassen genom problemlösning och problemformulering. Forskning Om Undervisning Och lärande, 12(2), 46–67. https://doi.org/10.61998/forskul.v12i2.23893

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