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dc.contributor.authorTjelta, Thomas Vestøl
dc.contributor.authorTjøtta, Jon Homme
dc.date.accessioned2021-10-28T11:56:34Z
dc.date.available2021-10-28T11:56:34Z
dc.date.issued2021
dc.identifier.citationTjelta, 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.urihttps://hdl.handle.net/11250/2826306
dc.descriptionMaster's thesis in Mathematics education (MA502)en_US
dc.description.abstractThe 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.isonoben_US
dc.publisherUniversity of Agderen_US
dc.rightsAttribution-NonCommercial-NoDerivatives 4.0 Internasjonal*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/deed.no*
dc.subjectMA502en_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 2020en_US
dc.typeMaster thesisen_US
dc.rights.holder© 2021 Jon Homme Tjøtta, Thomas Vestøl Tjeltaen_US
dc.subject.nsiVDP::Samfunnsvitenskap: 200::Pedagogiske fag: 280::Fagdidaktikk: 283en_US
dc.source.pagenumber99en_US


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Attribution-NonCommercial-NoDerivatives 4.0 Internasjonal
Except where otherwise noted, this item's license is described as Attribution-NonCommercial-NoDerivatives 4.0 Internasjonal