Structuring conversations for analysing problem-solving

Joakim Smedlund

Research output: Chapter in Book/Conference proceedingConference contributionScientificpeer-review

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 languageUndefined/Unknown
Title of host publicationSpaces for learning: past, present and future
EditorsAnn-Sofi Röj-Lindberg, Lars Burman, Berit Kurtén-Finnäs, Karin Linnanmäki
PublisherÅbo Akademi
Pages238–239
ISBN (Electronic)978-952-12-3129-2
ISBN (Print)978-952-12-3128-5
Publication statusPublished - 2014
MoE publication typeA4 Article in a conference publication
EventFinnish Mathematics and Science Education Research Association - Finnish Mathematics and Science Education Research Association
Duration: 6 Nov 20138 Nov 2013

Conference

ConferenceFinnish Mathematics and Science Education Research Association
Period06/11/1308/11/13

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