Structuring conversations for analysing problem-solving

Joakim Smedlund

Tutkimustuotos: Artikkeli kirjassa/raportissa/konferenssijulkaisussaKonferenssiartikkeliTieteellinenvertaisarvioitu

Abstrakti

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.

AlkuperäiskieliEi tiedossa
OtsikkoSpaces for learning: past, present and future
ToimittajatAnn-Sofi Röj-Lindberg, Lars Burman, Berit Kurtén-Finnäs, Karin Linnanmäki
KustantajaÅbo Akademi University
Sivut238–239
ISBN (elektroninen)978-952-12-3129-2
ISBN (painettu)978-952-12-3128-5
TilaJulkaistu - 2014
OKM-julkaisutyyppiA4 Artikkeli konferenssijulkaisuussa
TapahtumaFinnish Mathematics and Science Education Research Association - Finnish Mathematics and Science Education Research Association
Kesto: 6 marraskuuta 20138 marraskuuta 2013

Konferenssi

KonferenssiFinnish Mathematics and Science Education Research Association
Ajanjakso06/11/1308/11/13

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