Abstract The aim of this study was to examine how teaching of mathematical equalities and the equal sign is conducted in preschool class and what linguistic formulations are used. The motive for the study was students' difficulties in understanding the meaning of the equal sign. A pilot study was conducted and in addition to that, twelve teachers participated in the study which we call informants. The data collection instruments used was a combination of methods with observation and interview. The results showed that the informants conducted a varied teaching where both variation in exercises and variation of the teaching aspect were offered. In contrast, the informants tried to stay consistent in their linguistic formulations. Regarding the linguistic formulations investigated, it was specifically operational and relational formulation that was studied. The results showed that the informants see the benefit in using relational formulations like "as much as" because it reinforces the meaning of the equal sign. An informant prefers to use operational formulations like "it will be" to concretize the sign for the students. The conclusion of the study is that the informants introduce and teach about the equal sign in an arithmetic context where relational linguistic formulations are primarily used.
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:kau-92218 |
| Date | January 2022 |
| Creators | Carlsson, Sara, Bergman, Rebecca |
| Publisher | Karlstads universitet |
| 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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