| dc.description.abstract | When the new curriculum (LK20) came out, new tasks on the exam also came out. In mathematics, a new task category was also introduced. It was called task category 3 and it is tasks in this category that I used in my research. Since these were new tasks and there was little research on this subject, I got inspired to find out how the students will solve these tasks. Based on this, I investigated the following: Which processes described in the core elements do the students use when they solve the new exam tasks?
To shed light on this issue, I have used a qualitative method, where I have observed and taken audio recordings of 3 groups of pupils in the 10th grade when they were working on exam papers. I chose to focus on the processes connected to modeling and generalization. I used the theoretical framework from Blum and Leiß (2007) modeling process and Mason (et al., 2010) processes on thinking mathematically as a starting point to describe the processes that were used.
I have found that the students follow these processes from my theoretical framework to a certain extent. In the generalization process, the students mainly use specialization to answer the task and only one of three groups uses generalization to answer the task. In the modeling task, the students go through all the processes, but the students are more at a number level than a presentation level. This means that the students are more concerned with finding an answer rather than creating a mathematical model of the task.
In this study, one can gain an insight into various processes associated with generalization and modelling, and what challenges students in the 10th grade may have when they face these new exam tasks. | |