En studie av virkelighetsnær oppgave i matematikk : Ungdomsskoleelevers respons på undervisningsaktivitet som er tenkt å bli opplevd virkelighetsnært

Abstract

The purpose of this study is to look at how students in junior high school experience working with realistic tasks in mathematics with personal finance as a topic. To gain an insight into this, I have formulated a research question that I want to investigate through this study: Do the students experience the task formulation as close to reality, and what is it that contributes to it? To investigate this, I will in this study see the teaching through sociocultural glasses, where the theory of authenticity, boundary object, boundary crossing, motivation and exploratory learning are in focus. This was a qualitative study where I performed the task in eighth grade, junior high school. The data material consists of video recordings of group gatherings in the class, group work and group interviews. After the data collection the teacher sent me the budgets from the group work. The informants consist of a total of six students who are divided into two groups. The data collection was carried out through observation of the groups that carried out an open assignment with authentic aspects, and group interviews after the teaching. The task given is to set up a budget for a winter holiday trip. By working with realistic tasks, we can see motivated students, who can use their own experiences and discuss results with fellow students. By working on open-ended assignments with authentic aspects, students can look at the results and reflect on whether they are real or whether the results cannot be used. It turned out that most of the class was familiar with the problem in the assignment, and everyone could contribute with their own experiences. In addition, it became known that the class was to travel to the destination in the assignment, which strengthened the authenticity of the assignment.