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Den som leker med elden kan bli bränd : Rimlighetsbedömning i årskurserna 1 och 3 / He who plays with fire may get burned : assessment in plausibility, year one and three.

This paper investigates the theoretical meaning of plausibility in mathematics from a teacher’s perspective. The study applies a phenomenographic research approach and uses empirical content analysis. The theory used comes from the writings on plausibility assessment from McIntosh (2008). Furthermore, Karlsson & Kilborn’s (2015) and Kilpatrick, Swafford & Findell’s (2001) writings on mathematical modeling has been applied. The data gathered in this study comes from interviewing 6 teachers. The results show that teachers in the study do not work explicitly but rather work implicitly with assessment in plausibility as a complement to their general teaching of mathematics. The results further show that the teachers have the mathematical knowledge and competence to educate in plausibility but that they lack the theoretical- and didactic knowledge to apply it in their teaching. There is also very little research, if any, in this area which is a concern for the development of teaching plausibility assessment.

Identiferoai:union.ndltd.org:UPSALLA1/oai:DiVA.org:sh-39647
Date January 2019
CreatorsÅberg, Dagny
PublisherSödertörns högskola, Lärarutbildningen
Source SetsDiVA Archive at Upsalla University
LanguageSwedish
Detected LanguageEnglish
TypeStudent thesis, info:eu-repo/semantics/bachelorThesis, text
Formatapplication/pdf
Rightsinfo:eu-repo/semantics/openAccess

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