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Utmaningar i byggleken: en möjlighet att lära matematik?
University of Skövde, School of Humanities and Informatics.
University of Skövde, School of Humanities and Informatics.
2008 (Swedish)Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
Abstract [sv]

Ett av förskolans vanligaste material är byggklossar i trä. I denna studie undersökte vi hur barnen i den fria byggleken gick tillväga då de löste uppkomna problem, samt vilka matematiska aspekter de erfor i leken med klossarna. Barnens lek observerades med hjälp av videokamera, och det resultat som erhölls härur kopplas i studien till teorier kring matematik och barns lärande. De slutsatser som drogs då observationsmaterialet analyserades är att förskolebarn i byggleken får rika tillfällen att erfara olika matematiska områden. Dessutom möter barnen för dem relevanta problem, vilka de behandlar, och i vissa fall löser, på skilda sätt. Ibland praktiserar barn kända strategier, och ibland utmanas de till att lösa ett problem genom att pröva sig fram. Tydligt är även att barn kan befinna sig i olika, i studien funna, faser då de löser ett problem, och att dessa är beroende av hur de i ett specifikt fall väljer att hantera en uppkommen utmaning. I studien dras även slutsatsen att barnen då de möter de olika matematiska aspekterna, och/eller antar en utmaning som leder till en problemlösningssituation, också har goda möjligheter till lärande.

Abstract [en]

Wooden building bricks are among the most common toys in Swedish preschools. In this study, preschool children’s course of action was examined as they solved problems that arose during their free play with bricks. The children’s play has been observed and recorded with a video camera, and the result received is then related to theories of mathematics and of children’s learning. The conclusions drawn from the result are that preschool children, in their free play with building bricks, get plenty of opportunities to experience various aspects of mathematics. Furthermore, children come across problems that are relevant to them, which they deal with in different ways and sometimes solve. At times children practise strategies already known to them, and every now and then they are challenged to solve a problem through trial and error. It is clear that children may be in different phases, found in the study, as they solve a problem. These phases are dependent on how they choose to handle the arisen challenge in a particular case. Another conclusion drawn in the study is that children, as they face the variety of mathematical aspects and/or accept a challenge which leads to a problem solving situation, have considerable opportunities of learning.

Place, publisher, year, edition, pages
Skövde: Institutionen för kommunikation och information , 2008. , 40 p.
Keyword [en]
preschool children, play with building bricks, problem solving, mathematics, learning
Keyword [sv]
förskolebarn, bygglek, problemlösning, matematik, lärande
National Category
Pedagogical Work
Identifiers
URN: urn:nbn:se:his:diva-1103OAI: oai:DiVA.org:his-1103DiVA: diva2:2223
Presentation
(English)
Uppsok
samhälle/juridik
Supervisors
Examiners
Available from: 2008-06-12 Created: 2008-06-12 Last updated: 2009-04-08Bibliographically approved

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CiteExportLink to record
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Citation style
  • apa
  • harvard1
  • ieee
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  • vancouver
  • Other style
More styles
Language
  • de-DE
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  • sv-SE
  • Other locale
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Output format
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