Structuring conversations for analysing problem-solving

A4 Konferenspublikationer


Interna författare/redaktörer


Publikationens författare: Joakim Österlund
Redaktörer: Ann-Sofi Röj-Lindberg, Lars Burman, Berit Kurtén-Finnäs, Karin Linnanmäki
Förlagsort: Vasa
Publiceringsår: 2014
Förläggare: Åbo Akademi
Moderpublikationens namn: Spaces for learning: past, present and future
Seriens namn: Report from the Faculty of Education, Åbo Akademi University
Nummer i serien: 36
Artikelns första sida, sidnummer: 238
Artikelns sista sida, sidnummer: 239
ISBN: 978-952-12-3128-5
eISBN: 978-952-12-3129-2
ISSN: 1458-7777


Abstrakt


For my bachelor’s thesis (Österlund, 2013) I analysed
video material from the VIDEOMAT (Kilhamn & Röj-Lindberg, 2013) project.
The material consisted of three students solving three mathematical problems
together. One of the goals of my study was to see if it is possible as a
teacher to observe the change of knowledge that the students go through during
problem-solving. This was made possible by following the problem-solving
process using a theoretical lens. The conversations were transcribed and then
structured using Polya’s (Polya, 1957) four stages of problem-solving:
Understanding the problem; Devising a plan; Carrying out the plan; Looking
back. The results of my study showed that the students went through all four
stages multiple times and that it was possible to follow the change of knowledge
by analysing the structured conversations. Polya’s model can be used by a
teacher as a theoretical lens for following problem-solving processes.


Senast uppdaterad 2019-21-09 vid 02:38