Helklassdiskussioner vid problemlösning : Hur lärare skapar förutsättningar för elevers lärande via problemlösning

• Main Author: Nilsson, Sophie
• Format: Others
• Language: Swedish
• Published: Högskolan Dalarna, Pedagogiskt arbete 2020
• Subjects: Problemlösning; problemuppgifter lärarens roll; scaffolding; resonemang; metakognitiva överväganden; fem praktiker av Stein m.fl; Pedagogical Work; Pedagogiskt arbete
• Online Access: http://urn.kb.se/resolve?urn=urn:nbn:se:du-35680

The aim of this study is to show how teachers plan for whole class discussions during problem solving lessons in years 4–6. The study has conducted interviews with five teachers who teach maths in years 4-6. The interviews were done both online and in person. To reach the goal of this study, I used five practices that Stein et.al has created to analyse my result and to come to a conclusion. In this study, I have used previous research about problem solving to help me understand my questions and to reach my aim. To help me analyse my results, I initially did a text analysis, and then, I did a content analysis. I used five practices by Stein et.al for my theory; these five practices can be used as a guideline for teachers when they are planning for problem solving lessons. The conclusion of this study is that teachers try to plan for whole class discussions during problem solving lessons, but they do not all the steps in the practice that Stein et.al has created. === <p>Matematik</p>