Utfordringer i matematikkoppgaver på 10.trinn En komparativ studie av to 10.trinns oppgavebøker og eksamensoppgaver i perioden 2010-2014, med hensyn på hvordan og i hvor stor grad elevene blir utfordret.
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The main goal of this study is to figure out what type of challenges and to what extent pupil can expect to get challenged when they are working in textbooks from school and on the exam after 10th grade. Mathematics is often sees in the media, and often in a negative context. Pupils are bored at school because they don’t get challenges enough or people are complaining about the bad score on the exam in mathematics in the 10th grade. That’s some of the reason why I wanted to figure out more about what kind of challenges pupils get in textbooks and to what extent they get challenges. My research question is therefore; What types of challenges and to what extent do pupils with high performance in mathematics get challenged in mathematical textbooks in 10th grade? This is a comparative study where I compare two textbooks, Faktor 3 oppgavebok and Sirkel 10B oppgavebok, and selected tasks from previous exams in the period 2010-2014. To be able to do the comparison I have used excising analyzing models created by Anna Brändström (2005) and Yeping Li (2000). To be able to answer my research question I have worked to improve the model in a way that it fits my study. The results from this study show that one of the textbooks, Sirkel 10B, have more tasks that challenges the pupils that the other book Faktor does. On the other side, Faktor 3 is designed in a way that matches the tasks given on the exam. As a teacher it is important to be aware of the difference in textbooks to be able to choose tasks that fits the pupils in the best way.
Masteroppgave matematikkdidaktikk- Universitetet i Agder, 2015