Undervisning som utvecklar elevers förmåga att förstå likvärdiga bråk
DOI:
https://doi.org/10.61998/forskul.v12i3.26656Nyckelord:
matematikundervisning, likvärdiga bråk, learning study, variationsteoriAbstract
Syftet med studien är att bidra med kunskap om vilka möjligheter elever får för att lära sig förstå likvärdiga bråk vid olika lektionsdesigner. För att besvara detta syfte genomfördes en Learning study i tre cykler i årskurs 5 med 58 elever. Elevernas möjligheter till lärande analyserades både kvalitativt genom observation av undervisningen och kvantitativt genom test där eleverna fick visa sina kunskaper om likvärdiga bråk före och efter lektionerna. Lektionerna designades med stöd av variationsteori och matematikdidaktisk forskning. Resultaten visar att eleverna utvecklade sin förmåga i alla tre cykler, särskilt i den sista. Framgångsfaktorer i undervisningen inkluderade lärarens användning av kontraster, tallinjen och ett strukturerat sätt att hantera elevernas svar. Dessa faktorer visade sig vara effektiva för att främja elevernas lärande. Studiens resultat kan användas som underlag för lärare och forskare för att ytterligare öka kunskapen om hur undervisningen kan möjliggöra att elever lär sig förstå likvärdiga bråk.
Teaching that develops students' ability to understand equivalent fractions
The aim of the study is to contribute knowledge about the opportunities students get to learn to understand equivalent fractions through various enacted objects of learning in different lesson designs. To address this, a Learning study was conducted in three cycles in grade 5 with 58 students. Students learning opportunities were analyzed both qualitatively through observations and quantitatively through tests where students demonstrated their knowledge of equivalent fractions before and after the lessons. Lessons were designed with the support of variation theory and mathematics education research. Results show that students improved their ability in all three cycles, especially the last one. Success factors included the teacher's use of contrasts, the number line, and a structured approach to student responses. These factors proved effective in promoting students' learning. Teachers and researchers can use the study's results to increase understanding of how teaching can enable students to learn equivalent fractions.
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