{"id":334,"date":"2019-06-04T13:14:19","date_gmt":"2019-06-04T11:14:19","guid":{"rendered":"https:\/\/suomi.luma.fi\/sv\/?page_id=334"},"modified":"2019-11-28T09:45:03","modified_gmt":"2019-11-28T07:45:03","slug":"utveckling-av-kreativt-tankande-i-skolmatematiken","status":"publish","type":"page","link":"https:\/\/suomi.luma.fi\/sv\/projekt\/utveckling-av-kreativt-tankande-i-skolmatematiken\/","title":{"rendered":"Utveckling av kreativt t\u00e4nkande i skolmatematiken"},"content":{"rendered":"
Introduktion<\/h5>\n

Projektet riktar sig till elever i \u00e5k 7-9 och syftar i f\u00f6rsta hand till att erbjuda f\u00f6rb\u00e4ttrade m\u00f6jligheter till kreativt t\u00e4nkande. Speciellt n\u00e4r aktuella problemsekvenser har varit f\u00f6rankrade i elevernas verklighet har de ocks\u00e5 \u00f6kat elevernas intresse f\u00f6r matematiken.<\/p>\n

En del av problemsekvenserna har koppling till andra \u00e4mnen; t.ex. uppgiften att konstruera en skala f\u00f6r m\u00e4tglaset till en regnvattenm\u00e4tare eller uppgiften att ber\u00e4kna antalet tr\u00e4d i skogen (f\u00f6r att kunna besluta om ev. till\u00e4ggsplantering). Alla hj\u00e4lpmedel \u00e4r till\u00e5tna i problemsekvenserna, men betoningen \u00e4r p\u00e5 att utveckla elevernas eget t\u00e4nkande och inte lika mycket anv\u00e4ndningen av olika hj\u00e4lpmedel.<\/p>\n

Med hj\u00e4lp av problemsekvenser breddas underlaget f\u00f6r bed\u00f6mning av elevernas kunskaper och f\u00e4rdigheter i matematik, men det b\u00f6r erk\u00e4nnas att utv\u00e4rdering av probleml\u00f6sningsf\u00f6rm\u00e5ga och olika elevers bidrag vid grupparbete inte \u00e4r det l\u00e4ttaste.<\/p>\n

Material som st\u00f6der undervisning<\/h5>\n

Niv\u00e5er:<\/strong> grundundervisning: \u00e5rskurs 7-9
\nL\u00e4ro\u00e4mnen:<\/strong> matematik
\nBeskrivning:<\/strong> L\u00e4rarledda problemsekvenser st\u00f6djer en systematisk utveckling av f\u00f6rm\u00e5gan att l\u00f6sa problem och att anv\u00e4nda olika l\u00f6sningsmetoder. F\u00f6ljande m\u00e5l inom LP2014 uppfylls: \u2013 att l\u00e4ra sig t\u00e4nka \u2013 att samarbeta i grupper och inom klassen \u2013 att arbeta med utmaningar och f\u00f6rdjupningsuppgifter \u2013 att argumentera och dra slutsatser.
\nTyp:<\/strong> beskrivning\/redog\u00f6relse f\u00f6r pedagogisk modell, \u00f6vrigt st\u00f6dmaterial f\u00f6r l\u00e4rare, (l\u00e4ro)material f\u00f6r elevanv\u00e4ndning
\nNyckelord:<\/strong> probleml\u00f6sning, problemsekvens, utmaningar, samarbete.<\/p>\n

Till materialet \u00bb<\/a><\/strong><\/p>\n

Publikationer<\/h5>\n
    \n
  • Burman, L. (2019). Developing students\u2019 problem-solving skills using problem sequences \u2013 student perspectives on collaborative work. In I. Gebel, A. Kuzle, & B. Rott (Eds.), Proceedings of the 2018 Joint Conference of ProMath and the GDM Working Group on Problem Solving (pp. 51-59). Mu\u0308nster: WTM-Verlag.<\/li>\n
  • Burman, L. (2014). About problem sequences designed for heterogeneous classes in grade seven. In Ambrus, A., & V\u00e1s\u00e1rhelyi, \u00c9. (Eds.), Problem solving in Mathematics Education. Proceedings of the 15th ProMath conference, 30 August – 1 September, 2013 in Eger.<\/em> Budapest: Faculty of Science, E\u00f6tv\u00f6s Lor\u00e1nd University.<\/li>\n
  • Burman, L. (2016). Using Venn diagrams in problem solving: a sequence of tasks with fractions and percentages. In Kuzle, A., Rott, B. & Hodnik \u010cade\u017e, T. (Eds.), Problem Solving in the Mathematics Classroom \u2013 Perspectives and Practices from Different Countries.<\/em> M\u00fcnster: Verlag f\u00fcr wissenschaftliche Texte und Medien.<\/li>\n
  • Burman, L. (2017). On the construction of a problem sequence. Magistra landertina, 12(2), 94-108<\/em>.<\/li>\n
  • Burman, L. & Wallin, S. (2014). Teacher guided practice with problem sequences. In Spaces for learning: past, present and future, Proceedings of the 30th symposium of the Finnish Mathematics and Science Education research Association in Vaasa, November 6-8, 2013, 2014(36), 69-77. <\/em> Vaasa: Faculty of Education, \u00c5bo Akademi University.<\/li>\n<\/ul>\n
    Kontaktpersoner<\/h5>\n
      \n
    • Lars Burman, \u00c5bo Akademi, lburman@abo.fi<\/li>\n<\/ul>\n
      Samarbetsl\u00e4roanstalter 2014\u20132016 och deras kontaktpersoner<\/h5>\n
        \n
      • Vasa \u00f6vningsskola; Jan Alin, jalin@abo.fi<\/li>\n
      • S:t Olofsskolan, \u00c5bo; Kim Virta, kim.virta@turku.fi<\/li>\n
      • Str\u00f6mborgska h\u00f6gstadiet, Borg\u00e5; Ralf Wadenstr\u00f6m, ralf.wadenstrom@porvoo.fi<\/li>\n
      • Lyceiparkens skola, Borg\u00e5<\/li>\n
      • Lovisanejdens h\u00f6gstadium; Alva Gr\u00f6nqvist, alva.gronqvist@edu.loviisa.fi<\/li>\n
      • N\u00e4rpes h\u00f6gstadium; Anders Hollfast, anders.hollfast@narpes.fi<\/li>\n<\/ul>\n","protected":false},"excerpt":{"rendered":"

        Introduktion Projektet riktar sig till elever i \u00e5k 7-9 och syftar i f\u00f6rsta hand till att erbjuda f\u00f6rb\u00e4ttrade m\u00f6jligheter till kreativt t\u00e4nkande. Speciellt n\u00e4r aktuella problemsekvenser har varit f\u00f6rankrade i elevernas verklighet har de ocks\u00e5 \u00f6kat elevernas intresse f\u00f6r matematiken. En del av problemsekvenserna har koppling till andra \u00e4mnen; t.ex. uppgiften att konstruera en skala […]<\/p>\n","protected":false},"author":1,"featured_media":0,"parent":13,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"site-sidebar-layout":"default","site-content-layout":"default","ast-site-content-layout":"default","site-content-style":"default","site-sidebar-style":"default","ast-global-header-display":"","ast-banner-title-visibility":"","ast-main-header-display":"","ast-hfb-above-header-display":"","ast-hfb-below-header-display":"","ast-hfb-mobile-header-display":"","site-post-title":"","ast-breadcrumbs-content":"","ast-featured-img":"","footer-sml-layout":"","theme-transparent-header-meta":"default","adv-header-id-meta":"","stick-header-meta":"","header-above-stick-meta":"","header-main-stick-meta":"","header-below-stick-meta":"","astra-migrate-meta-layouts":"default","ast-page-background-enabled":"default","ast-page-background-meta":{"desktop":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"tablet":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"mobile":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""}},"ast-content-background-meta":{"desktop":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"tablet":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"mobile":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""}},"footnotes":""},"class_list":["post-334","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/suomi.luma.fi\/sv\/wp-json\/wp\/v2\/pages\/334","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/suomi.luma.fi\/sv\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/suomi.luma.fi\/sv\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/suomi.luma.fi\/sv\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/suomi.luma.fi\/sv\/wp-json\/wp\/v2\/comments?post=334"}],"version-history":[{"count":2,"href":"https:\/\/suomi.luma.fi\/sv\/wp-json\/wp\/v2\/pages\/334\/revisions"}],"predecessor-version":[{"id":608,"href":"https:\/\/suomi.luma.fi\/sv\/wp-json\/wp\/v2\/pages\/334\/revisions\/608"}],"up":[{"embeddable":true,"href":"https:\/\/suomi.luma.fi\/sv\/wp-json\/wp\/v2\/pages\/13"}],"wp:attachment":[{"href":"https:\/\/suomi.luma.fi\/sv\/wp-json\/wp\/v2\/media?parent=334"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}