Att utveckla algebraiskt tänkande genom lärandeverksamhet : En undervisningsutvecklande studie i flerspråkiga klasser i grundskolans tidigaste årskurser

Developing algebraic thinking through learning activity : A study of practice developmental teaching in multilingual classes in lower school grades

Stockholms universitet, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik Stockholm : Institutionen för matematikämnets och naturvetenskapsämnenas didaktik, Stockholms universitet 2021

The aim of this thesis is to develop and explore teaching possible to promote algebraic thinking together with young, multilingual students six to twelve years old. One underlying assumption for the aim is that algebraic thinking can be developed by students participating in learning activities that are characterized by collective mathematical reasoning on relations between quantities of positive whole and rational numbers. Two overall research questions support this work: (1) What in students work indicate algebraic thinking identified in learning activities and as experiences of algebraic thinking? (2) How can learning models manifest in learning activity, in what ways do learning models change and enhance, and which characteristics of learning actions are enabled? Data was produced by interviews and from research lessons with students in lower grades in a multilingual Swedish school. The research lessons were focused on learning activity as suggested by Davydov (1990, 2008/1986), aimed at developing theoretical thinking – here algebraic thinking. They were staged in two research projects conducted as networks of learning studies. In these learning studies, the group of teachers iteratively designed and revised learning activities whereby the students could identify mathematical knowledge and collectively solve mathematical problems. The findings in the articles signal that learning models were developed as rudimentary, preliminary, prototypical and finally symbolic. Rudimentary models were grounded in algebraic thinking when the students analysed problem situations and identified the problem. Preliminary and prototypical models were developed by initiating and formalising actions understood as algebraic thinking. Different tools were initiated by the students and the teachers. These tools were formalised by the students. The students used algebraic symbols and line-segments to think together when comparing different quantities (Article 2). They carried out op

mathematics education; learning activity; learning models; multilingual students; algebraic thinking; theoretical thinking; Algebra and Logic; Algebra och logik; Doctoral thesis, comprehensive summary; info:eu-repo/semantics/doctoralThesis; text

application/pdf
Swedish

UPE oai:DiVA.org:du-36814
0000-0003-3772-8073
urn:isbn:978-91-7911-446-6
urn:isbn:978-91-7911-447-3
1252785889

UPPSALA UNIV LIBR
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