This article is intended to contribute to greater knowledge regarding the importance offlow and the time used to perform an activity, with a focus on students’ mathematicalexperiences of 3D bodies. Thirty-one 9th-grade students took part in the study. Flow andvariation theory was used in the analysis of lesson observations, submission tasks, audiorecordings, logbooks, tests and nationwide tests. The results indicate that the selectedmathematics problem is characterised by seven components, which serve as the basis foridentifying intended critical aspects; a variation is evident in the balance between skillsand challenges that is characterised by the critical aspects that the students discern; avariation is evident in the experience of flow that is dependent upon the students’approach to their work on various activities; the students’ mathematical experiences arebased, both short- and long-term, on discerned critical aspects and on the time spent onthe activity that generates flow. Theoretical contributions as well as implications forteaching are presented at the end of the article.
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:lnu-107156 |
| Date | January 2021 |
| Creators | Bergström, Tove |
| Publisher | Linnéuniversitetet, Institutionen för matematik (MA) |
| Source Sets | DiVA Archive at Upsalla University |
| Language | English |
| 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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