本研究的目的主要為探討學生在解決絕對值相關題目時所遇到的困難，進而瞭解學生在解此類問題時出現錯誤之原因，希望研究的結果能夠提供教師作為補救教學或改進教學策略的依據，增進教學成效，並作為未來教學及研究的參考。 　　本研究採調查法，並輔之以訪談蒐集資料。第一階段為問卷調查，經由對絕對值相關概念作文獻探討，以及與多位數學教師討論之後，研究者以自編之絕對值相關概念試題本進行施測，藉此瞭解學生在各向度的答題情況，並且作為選擇訪談對象的依據。第二階段為無結構開放式訪談，主要訪談學生作答時之想法與解題策略，所有訪談皆全程錄音，並轉錄成文字檔後進行內容分析，進一步瞭解學生在概念上錯誤的內涵，以及探討解題困難產生的原因。 　　研究結果發現，學生在絕對值相關概念之錯誤可歸納出五大原因：過度簡化絕對值定義之口訣、無法進行絕對值概念中「幾何概念」與「算術概念」之間的轉化、不瞭解絕對值概念中各同義詞之間的關係、以偏概全絕對值之定義以及文字符號概念之理解困難。文後尚有提供絕對值相關教學改善的建議。 / This study aims to explore the kinds of difficulties encountered by junior high school students in solving problems related to absolute value as well as analyzing and identifying the probable causes of such difficulties. It is hoped that the results from this attempt can provide teachers with useful information regarding how to improve their instructional practices and plan remedial instruction, thereby enhancing their teaching effectiveness. The main methodology for this study is survey design supplemented with clinical interviews that allowed for in-depth information collection regarding problem solving strategies and difficulties from selected respondents. During the first stage, a literature review was conducted on research studies that focused on absolute values. This was followed by discussions with several junior high school mathematics teachers relating to learning difficulties they observed. Subsequently, a paper and pencil test instrument on absolute values with three main dimensions was compiled by the author to test the learning status of the participating students. Their performances would form the basis for selecting them to participate in the second stage of the study, namely, the interview phase. All clinical interviews were unstructured and they were recorded and transcribed into verbal records. Analyses were then performed to identify the presence of conceptual misunderstandings and explored the causes of such difficulties. It was found that students’ conceptual errors on absolute values can be classified into five different types, namely, oversimplifying the definition of absolute value into mnemonic phrases, inability to perform inscriptional transformation between geometric properties and arithmetical concepts of absolute values, incomprehension of the relationships among the synonyms related to the concept of absolute value, over-generalizing the definition of absolute values and difficulties in understanding the connotation behind letter symbols. Several suggestions regarding instructional practices as well as future direction of research based on the present findings were provided at the end of this study.

Detta examensarbete har utförts på uppdrag av Posten Scanning AB, ett helägt dotterbolag till Postnord-koncernen, tillsammans med sina systerbolag, Data Scanning A/S i Danmark och Data Scanning Finland AB. Företaget arbetar med scanning, datafångst och dokumenthanteringstjänster. Posten Scanning använde sedan 2013 av ett kundärendehanteringssystem, Customer Information System (CIS), för all hantering av ärenden som berör kunder och/eller intern utveckling. Efter ca 1,5 år som företaget har använt sig av CIS 1.0 önskas nu ett underlag för planering av version 2.0 av CIS. För att kunna planera för CIS 2.0 behövde uppdragsgivaren att undersöka, sammanställa och prioritera de nya krav som olika intressenter ställer på systemet. Utvärderingen har fokuserat på de interna och externa kundernas krav och kända förändringsbehov. Målet var att utifrån utvärderingsresultatet ta fram ett beslutsunderlag i form av en sammanställd, prioriterad och tidsestimerad kravspecifikation som även kan utgöra ett underlag för ett utvecklingsprojekt. Den relativa betydelsen av behoven avgjordes med hjälp av metoden om översättning av kundernas behov till verkställande kravspecifikationer som grundade specifikationen för förändringsarbetet. Resultatet av arbetet visade att kundärendehanteringssystemets kravlistor kunde prioriteras baserad på vad CIS användes mest till och samt efter hur ofta förändringar upprepades av olika användargrupper. / This thesis has been carried out on behalf of Posten Scanning AB, a wholly owned subsidiary of PostNord Group, together with its sister companies, Data Scanning A/S in Denmark and Data Scanning Finland AB. The company works with scanning, data capture and document management services. Posten Scanning has been since 2013 using a client case management system, Customer Information System (CIS) for handling all matters pertaining to customers and/or internal development from 2013. After about 1.5 years that the company has used the CIS 1.0, they wish to develop a gathered basis for planning the version 2.0 of the CIS. In order to plan for the CIS 2.0, they wanted to investigate, compile and prioritize the new requirements imposed by various stakeholders in the system. The evaluation has focused on internal and external customer requirements regarding usage of CIS and known need for changes in the system. The goal has been based on evaluation findings to develop a decision support in the form of a compiled, prioritized and time estimated requirements specification that can also serve as a basis for a development project. The relative importance of the needs was determined using the method of translation of customer needs for managing requirements document based specification for change. The results of this project showed that customer case management system requirements lists could be prioritized based on what CIS were mostly used to and how often changes were repeated by various user groups.

Die algemene persepsie bestaan dat dit 'n struikelblok is om 'n enigste kind te wees omdat hierdie kinders meestal sosio-emosionele probleme ervaar. Hulle word getipeer as onder andere selfsugtig, eensaam, afhanklik, ongelukkig, dominerend en bederf. Daar bestaan betreklik min navorsing omtrent die enigste kind as sodanig. Die meeste inligting wat omtrent hierdie kinders beskikbaar is, is verkry uit"'vergelykende studies waarvan enigste kinders toevallig deel gevorm het en waarin die invloed van veranderlikes soos geboorterangorde en gesinsgrootte op aspekte soos intelligensie, persoonlikheid en gedrag ondersoek is. Die gebruik van hierdie veranderlikes het wye kritiek uitgelok omdat dit aanleiding gegee het tot teenstrydige navorsingsresultate wat sowel negatiewe as positiewe persoonseienskappe uitgewys het. 'n Sterk pleidooi is gelewer vir 'n holistiese benadering tot die persoonlikheidsontwikkeling van die enigste kind met grater klem op die bepalende invloed van f aktore binne en buite die gesin. In hierdie studie word die invloed van ouerlike opvoedingsgedrag op die persoonlikheidsontwikkeling van die enigste kind ondersoek. Die vertrekpunt van die studie is 'n ondersoek na die rol wat gehegtheid en die gesin as sosiale sisteem as grondslag van 'n ouer-kind-verhouding speel. Albei ouers dra vanuit hul onderskeie ouerhuise bepaalde opvoedingsinhoude, gebaseer op die opvoedingsgedrag wat hulle as kinders ervaar het, in hul huwelik en gesin in. Dit dien as grondslag vir die opvoedingsgedrag wat hulle teenoor hul kind openbaar. Sodoende skep hulle 'n eie opvoedingskultuur. Die literatuur Die literatuur bevestig die regstreekse verband tussen ouerlike opvoedingsgedrag en die persoonlikheidsontwikkeling van die enigste kind. In hierdie studie word agt dimensies van - ouerlike opvoedingsgedrag beskryf, asook die invloed daarvan op die persoonlikheid van die enigste kind. In die empiriese ondersoek word die opvoedingsgedrag van vyf ouerpare, asook hul enigste kinders se betekenisgewing daaraan en belewing daarvan, aan die hand van vraelyste en ongestruktureerde onderhoude kwalitatief geevalueer. Op grond hiervan is bevind dat die populere stereotipering van die enigste kind ongegrond is en dat daar nie sprake is van 'n tipiese enigste kind nie. 'n Waardering van die persoonlikheidsontwikkeling van die enigste kind, trouens van enige kind, is eerder gelee in die kind se belewing van en betekenisgewing aan sy ouers se opvoedingsgedrag. / A general perception exists that it is an impediment to be an only child because these children frequently experience socio-emotional problems. They are typified as self-centred, lonely, dependent, domineering and spoit Little research exists to verify this description. Most of the available information has been obtained through comparative studies in which only children participated through sheer coincidence. These studies investigated the effects of variabl~ such as position in family and family size on aspects such as intelligence, personality and behaviour. The use of these variables elicited wide criticism since it resulted in contradictory research findings which indicated the presence of both negative and positive personality traits. This prompted a plea for a holistic approach to the personality development of the only child, with a greater emphasis on the determining influences of factors within and outside the family. This study investigates the influence of parental educational behaviour on the personality development of the only child. The point of departure is an inquiry into the roles played by the family as a social system and attachment in the foundation of the parent-child relationship. From their respective parental homes, both parents bring certain educational contents into their marriage, based on the educational behaviour that they experienced as children. This serves as a basis for the behaviour that they display towards their children. The literature establishes a linear relationship between parental educational behaviour and the personality development of the only child. In this study, eight dimensions of parental educational behaviour are described, as well as the influence of these on the personality of the only child. In the empirical investigation, the educational behaviour of five couples was quantitatively evaluated using questionnaires and unstructured int~rviews. The only child's attribution of meaning to and experience of this behaviour were also evaluated. Based on these results, it was found that the popular stereotyping of the only child is unfounded, and that there is no such thing as a typical only child. An appreciation of the personality development of the only child, and indeed any child, lies rather in the child's experience of and meaning attribution to his parents' educational behaviour. / D.Ed. (Psychology of Education)

Die algemene persepsie bestaan dat dit 'n struikelblok is om 'n enigste kind te wees omdat hierdie kinders meestal sosio-emosionele probleme ervaar. Hulle word getipeer as onder andere selfsugtig, eensaam, afhanklik, ongelukkig, dominerend en bederf. Daar bestaan betreklik min navorsing omtrent die enigste kind as sodanig. Die meeste inligting wat omtrent hierdie kinders beskikbaar is, is verkry uit"'vergelykende studies waarvan enigste kinders toevallig deel gevorm het en waarin die invloed van veranderlikes soos geboorterangorde en gesinsgrootte op aspekte soos intelligensie, persoonlikheid en gedrag ondersoek is. Die gebruik van hierdie veranderlikes het wye kritiek uitgelok omdat dit aanleiding gegee het tot teenstrydige navorsingsresultate wat sowel negatiewe as positiewe persoonseienskappe uitgewys het. 'n Sterk pleidooi is gelewer vir 'n holistiese benadering tot die persoonlikheidsontwikkeling van die enigste kind met grater klem op die bepalende invloed van f aktore binne en buite die gesin. In hierdie studie word die invloed van ouerlike opvoedingsgedrag op die persoonlikheidsontwikkeling van die enigste kind ondersoek. Die vertrekpunt van die studie is 'n ondersoek na die rol wat gehegtheid en die gesin as sosiale sisteem as grondslag van 'n ouer-kind-verhouding speel. Albei ouers dra vanuit hul onderskeie ouerhuise bepaalde opvoedingsinhoude, gebaseer op die opvoedingsgedrag wat hulle as kinders ervaar het, in hul huwelik en gesin in. Dit dien as grondslag vir die opvoedingsgedrag wat hulle teenoor hul kind openbaar. Sodoende skep hulle 'n eie opvoedingskultuur. Die literatuur Die literatuur bevestig die regstreekse verband tussen ouerlike opvoedingsgedrag en die persoonlikheidsontwikkeling van die enigste kind. In hierdie studie word agt dimensies van - ouerlike opvoedingsgedrag beskryf, asook die invloed daarvan op die persoonlikheid van die enigste kind. In die empiriese ondersoek word die opvoedingsgedrag van vyf ouerpare, asook hul enigste kinders se betekenisgewing daaraan en belewing daarvan, aan die hand van vraelyste en ongestruktureerde onderhoude kwalitatief geevalueer. Op grond hiervan is bevind dat die populere stereotipering van die enigste kind ongegrond is en dat daar nie sprake is van 'n tipiese enigste kind nie. 'n Waardering van die persoonlikheidsontwikkeling van die enigste kind, trouens van enige kind, is eerder gelee in die kind se belewing van en betekenisgewing aan sy ouers se opvoedingsgedrag. / A general perception exists that it is an impediment to be an only child because these children frequently experience socio-emotional problems. They are typified as self-centred, lonely, dependent, domineering and spoit Little research exists to verify this description. Most of the available information has been obtained through comparative studies in which only children participated through sheer coincidence. These studies investigated the effects of variabl~ such as position in family and family size on aspects such as intelligence, personality and behaviour. The use of these variables elicited wide criticism since it resulted in contradictory research findings which indicated the presence of both negative and positive personality traits. This prompted a plea for a holistic approach to the personality development of the only child, with a greater emphasis on the determining influences of factors within and outside the family. This study investigates the influence of parental educational behaviour on the personality development of the only child. The point of departure is an inquiry into the roles played by the family as a social system and attachment in the foundation of the parent-child relationship. From their respective parental homes, both parents bring certain educational contents into their marriage, based on the educational behaviour that they experienced as children. This serves as a basis for the behaviour that they display towards their children. The literature establishes a linear relationship between parental educational behaviour and the personality development of the only child. In this study, eight dimensions of parental educational behaviour are described, as well as the influence of these on the personality of the only child. In the empirical investigation, the educational behaviour of five couples was quantitatively evaluated using questionnaires and unstructured int~rviews. The only child's attribution of meaning to and experience of this behaviour were also evaluated. Based on these results, it was found that the popular stereotyping of the only child is unfounded, and that there is no such thing as a typical only child. An appreciation of the personality development of the only child, and indeed any child, lies rather in the child's experience of and meaning attribution to his parents' educational behaviour. / D.Ed. (Psychology of Education)