Denna studie är genomförd som en strukturerad litteraturanalys och syftar till att sammanställa undervisningsmetoder lärare kan använda för att för att öka gymnasieelevers self-efficacy inom matematisk problemlösning, samt undersöka hur aktuell forskning beskriver self-efficacy inom just problemlösning. Litteratur har främst sökts i databasen ERIC, men även UniSearch har använts som komplement. De valda artiklarna sammanfattades och undersöktes därefter genom en tematisk analys. Från denna analys identifierades fem övergripande teman samt nio underteman - i form av konkreta undervisningsmetoder - som påverkar elevers self-efficacy positivt. Dessa fem teman är kreativt tänkande, elevinvolvering, metakognitiva strategier, verklighetsanknytning samt icke-rutin-problem. Icke-rutin-problem kopplas även till Skolverkets definition av problemlösning. I relation till dessa teman lyfts tre centrala aspekter av self-efficacy som relevanta inom problemlösning, nämligen: prestation, att se hur andra presterar samt social övertalning. Resultaten leder till slutsatsen att gymnasielärare kan öka elevers self-efficacy genom att använda icke-rutin-problem i verkliga situationer, kreativt tänkande samt elevinvolverande undervisningsmetoder. Några exempel på konkreta metoder som diskuterats i studien är problembaserat lärande, modelleringsuppgifter samt guided discovery learning. / This thesis was conducted as a structured literature analysis with the purpose of compiling teaching methods high school mathematics teachers may use in order to strengthen their students’ self-efficacy in mathematical problem solving, as well as investigating how current research describes self-efficacy in the context of problem solving. The literature was mainly found through the database ERIC, with UniSearch acting as a complement for finding relevant articles. Articles that were selected for analysis were summarized and analyzed thematically. Through this analysis, five themes and nine sub themes - in the form of concrete teaching methods - were identified as positive methods for strengthening students’ self-efficacy. The five themes are creative thinking, student involvement, metacognitive strategies, real-world connection, and non-routine problems. Non-routine problems further mirror Skolverket’s definition of problem solving. Further, three central aspects of self-efficacy are highlighted, namely: mastery, vicarious experience, and social persuasion. The results indicate that high school teachers can increase their students’ self-efficacy by using non-routine problems in real-life situations, fostering students’ creative thinking, and using teaching methods involving and engaging the students. A few practical examples of these teaching methods include problem-based learning, the use of modeling tasks, and guided discovery learning.
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:liu-200445 |
| Date | January 2024 |
| Creators | Hallqvist, Caroline, Purfürst, Martin |
| Publisher | Linköpings universitet, Analys och didaktik, Linköpings universitet, Tekniska fakulteten |
| Source Sets | DiVA Archive at Upsalla University |
| Language | Swedish |
| Detected Language | English |
| Type | Student thesis, info:eu-repo/semantics/bachelorThesis, text |
| Format | application/pdf |
| Rights | info:eu-repo/semantics/openAccess |
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