This study is based on the variation theory where three primary school teachers have beeninterviewed about students' understanding of the equal sign, as well as how the teachers includethe equal sign in their daily teaching. During the study, some common critical aspects andmisconceptions are identified, that underlie students' understanding of the equal sign. The datacollection includes a test regarding the meaning of the equal sign, in which 67 studentsparticipated. The data collection also included three interviews with the primary schoolteachers aimed at the test and the critical aspects that formed the basis of this study. Somecritical aspects and misconceptions that emerged during the study were, among other things,that some of the students showed difficulties when the open statements did not follow the samestructure as the "reading direction". The students also showed more difficulty with the openended statements with the calculation method subtraction, than the statements with addition.Through the interviews, it emerges different methods that the class teachers work with, in orderto give the students the conditions to develop an understanding of the meaning of the equalssign. With the help of a test that the students had to do before the interviews, it turned out thatthe result was more positive than the teachers had expected. The teachers highlighted duringthe interviews how important it is to use different working methods and materials in teaching,in order to give the students the conditions to develop their relational understanding of the equalsign.
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:ltu-107659 |
| Date | January 2024 |
| Creators | Dahlbäck, Evelina |
| Publisher | Luleå tekniska universitet, Institutionen för hälsa, lärande och teknik |
| 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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