This degree project will study students' number sense based on teacher experiences from teaching fractions and if it affects the outcome. It will also highlight a number of common difficulties that the students may encounter but also how the teaching can be designed to support the students. The collection of the material on which the result is based has been received through qualitative interviews with active mathematics teachers in grade four to six. In order to investigate whether pupils' number sense affects the results in learning fractions, the theoretical framework number sense will be used. Number sense is created by McIntosh, Reys and Reys (1992) and is a tool for analyzing students' knowledge of understanding numbers, understanding operations, and making calculations with numbers. During the analysis of the data, teachers 'responses were documented in a table showing whether any of the student difficulties that became visible matched the categories for a good number sense.
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:kau-68944 |
| Date | January 2018 |
| Creators | Fagrell, Amanda |
| Publisher | Karlstads universitet, Institutionen för matematik och datavetenskap (from 2013) |
| Source Sets | DiVA Archive at Upsalla University |
| Language | Swedish |
| Detected Language | English |
| Type | Student thesis, info:eu-repo/semantics/bachelorThesis, text |
| Format | application/pdf, application/pdf |
| Rights | info:eu-repo/semantics/openAccess, info:eu-repo/semantics/openAccess |
Page generated in 0.0026 seconds