dc.contributor.author | Tjelta, Thomas Vestøl | |
dc.contributor.author | Tjøtta, Jon Homme | |
dc.date.accessioned | 2021-10-28T11:56:34Z | |
dc.date.available | 2021-10-28T11:56:34Z | |
dc.date.issued | 2021 | |
dc.identifier.citation | Tjelta, T.V. & Tjøtta, J.H. (2021) “Sånn nettundervisning er veldig mye kjedeligere” : Læreres tilnærming til undervisning som fremmer relasjonell forståelse i matematikk og elevers motivasjon i matematikkfaget under koronanedstengningen våren 2020 (Master's thesis). University of Agder, Kristiansand. | en_US |
dc.identifier.uri | https://hdl.handle.net/11250/2826306 | |
dc.description | Master's thesis in Mathematics education (MA502) | en_US |
dc.description.abstract | The national lockdown of schools, as a consequence of the corona pandemic, the12th of March 2020 was the starting point for 10 weeks of fully-online lectures and home schooling. With this starting point we have investigated how the COVID-19 lockdown affected teachers’ approach to education promoting relational understanding in mathematics, and pupils’ motivation for mathematics. Our two research questions were: 1. How did teachers’ approach to education promoting relational understand in mathematics change due to restrictions caused by the COVID-19 lockdown? 2. How did fully-online teaching during the COVID-19 lockdown affect pupils’ motivation for mathematics? Our theoretical framework builds on Skemp’s definition of relational and instrumental understanding, and Deci and Ryan’s self-determination theory. We make use of earlier research related to fully-online teaching by Engelbrecht and Harding, and Trenholm and Peschke among others. | en_US |
dc.language.iso | nob | en_US |
dc.publisher | University of Agder | en_US |
dc.rights | Attribution-NonCommercial-NoDerivatives 4.0 Internasjonal | * |
dc.rights.uri | http://creativecommons.org/licenses/by-nc-nd/4.0/deed.no | * |
dc.subject | MA502 | en_US |
dc.title | “Sånn nettundervisning er veldig mye kjedeligere” : Læreres tilnærming til undervisning som fremmer relasjonell forståelse i matematikk og elevers motivasjon i matematikkfaget under koronanedstengningen våren 2020 | en_US |
dc.type | Master thesis | en_US |
dc.rights.holder | © 2021 Jon Homme Tjøtta, Thomas Vestøl Tjelta | en_US |
dc.subject.nsi | VDP::Samfunnsvitenskap: 200::Pedagogiske fag: 280::Fagdidaktikk: 283 | en_US |
dc.source.pagenumber | 99 | en_US |