Abstract
For my bachelor’s thesis (Österlund, 2013) I analysedvideo material from the VIDEOMAT (Kilhamn & Röj-Lindberg, 2013) project.The material consisted of three students solving three mathematical problemstogether. One of the goals of my study was to see if it is possible as ateacher to observe the change of knowledge that the students go through duringproblem-solving. This was made possible by following the problem-solvingprocess using a theoretical lens. The conversations were transcribed and thenstructured using Polya’s (Polya, 1957) four stages of problem-solving:Understanding the problem; Devising a plan; Carrying out the plan; Lookingback. The results of my study showed that the students went through all fourstages multiple times and that it was possible to follow the change of knowledgeby analysing the structured conversations. Polya’s model can be used by ateacher as a theoretical lens for following problem-solving processes.
| Original language | Undefined/Unknown |
|---|---|
| Title of host publication | Spaces for learning: past, present and future |
| Editors | Ann-Sofi Röj-Lindberg, Lars Burman, Berit Kurtén-Finnäs, Karin Linnanmäki |
| Publisher | Åbo Akademi University |
| Pages | 238–239 |
| ISBN (Electronic) | 978-952-12-3129-2 |
| ISBN (Print) | 978-952-12-3128-5 |
| Publication status | Published - 2014 |
| MoE publication type | A4 Article in a conference publication |
| Event | Finnish Mathematics and Science Education Research Association - Finnish Mathematics and Science Education Research Association Duration: 6 Nov 2013 → 8 Nov 2013 |
Conference
| Conference | Finnish Mathematics and Science Education Research Association |
|---|---|
| Period | 06/11/13 → 08/11/13 |