Introduksjon av algebra i den norske skole : en sammenligningsstudie av læreres introduksjon og forståelse av algebra på ungdomstrinnet og i den videregående skolen
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The theme for this study is introduction of algebra. I have focused on how teachers deals with the relationship between a syntactic and a semantic focus, the relationship between procedural and conceptual knowledge, the transition from lower secondary school to higher secondary school, and the use of textbooks in the teaching of algebra. My research questions are: 1. What personal understanding of algebra does teacher in mathematics in the lower secondary school and in higher secondary school have of the subject algebra? a. What understanding does the teacher have regarding the students competence in algebra? b. What does the teacher emphasize when he/her introduces algebra? c. In what scale does the mathematic textbook guide the lessons in mathematics? d. What understandings does the teacher have when it comes to the transition from lower secondary school to higher secondary school? 2. Is there any coherence between the personal understandings of teachers in lower secondary school and teachers in the higher secondary school, regarding the mentioned items? This study is based on an empirical research in form of a questionnaire. The questionnaire has been sent to teachers in lower secondary schools and higher secondary schools all across Norway. Further on the study is an inductive study and based upon an interpretative method. The study indicates that teachers in the Norwegian school consider the students competence as low, where it is the semantic aspect that they struggle the most with. Further on the study also indicate that the teaching of algebra has a focus on syntactic and procedural procedures. However, it seems like the lower secondary school has started a change into a semantic focus. The answers from the questionnaire also indicate that there is a lack of collaboration between teachers in lower secondary school and teachers in the higher secondary school, and that this has a negative influence on the transitions between the schools. The study points out that a stronger collaboration between the different schools, in addition to a stronger focus on the relationship between the syntactical and the semantically aspects, and the relationship between procedural and conceptual knowledge could make it easier for the students to enhance their understanding and competence in the subject of algebra. This can among others be achieved by changes in the textbooks.
Masteroppgave i matematikkdidaktikk- Universitetet i Agder 2013