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Interaktionen mellan lärare och elever med smart-board som medierande artefakt: En kvalitativ studie om lärandet vid problemlösningssituationer i matematik.
University of Skövde, School of Humanities and Informatics.
2013 (Swedish)Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesisAlternative title
The Interaction between teacher and pupils with smart-board as artifact : A qualitative study of learning in problem solving situations in mathematics. (English)
Abstract [sv]

Skolans styrdokument ställer krav på att lärare och elever ska använda digitala medier i undervisningen och digital kompetens ses som en nyckelkomponent för ett livslångt lärande. Syftet är att analysera interaktionen mellan lärare och elever under problemlösningssituationer i matematikundervisningen med smart-board som medierande artefakt. Studien har ett sociokulturellt perspektiv.

Empirin är insamlad genom video-observationer och studien är öppen och kvalitativ. Empirin består av fyra filmade och transkriberade sekvenser som innefattar fyra olika elever och hur de arbetar med problemlösning med smart-boarden som medierande artefakt. Empirin är analyserad utifrån EMA-modellen, som bygger på idéer från John Deweys pragmatiska filosofi.

Resultatet visar att interaktionen styrs av läraren eftersom att det är läraren som styr över talutrymmet, men även vilka elever som ska vara delaktiga i interaktionen. Interaktionens fokus är ett sökande efter rätt svar.  Det lärande som möjliggörs i de filmade situationerna är att finna lämpliga strategier för att lösa problemet.

Abstract [en]

The school's governing documents require teachers and students to use digital media in education and digital literacy is seen as a key component of lifelong learning. The aim is to analyze the interaction between teachers and students in problem-solving situations in mathematics education with smart-board as mediating artifact. The study has a socio-cultural perspective. The empirical data is collected through video observation and the study is open and qualitative. The empirical data consists of four filmed and transcribed sequences involving four different students and how they work with problem solving with smart-board as a mediating artifact. The empirical data is analyzed by the EMA model, based on the ideas of John Dewey's pragmatic philosophy.

The result shows that the interaction is controlled by the teacher because the teacher has control over the linguistic space, but he also choose which students who are getting involved in the interaction. Interaction focus is the search for the right answer. The learning that is made possible in filming situations is to find appropriate strategies to solve the problem

Place, publisher, year, edition, pages
2013. , 31 p.
Keyword [en]
interaction, communication, smart-board, learning, problem solving
Keyword [sv]
interaktion, kommunikation, smart-board, lärande, problemlösning
National Category
Social Sciences
Identifiers
URN: urn:nbn:se:his:diva-8300OAI: oai:DiVA.org:his-8300DiVA: diva2:632940
Subject / course
Pedagogy
Educational program
Teacher Training Programme
Supervisors
Examiners
Available from: 2013-07-03 Created: 2013-06-25 Last updated: 2013-07-03Bibliographically approved

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CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf