Undervisning i problemløsningsstrategier
DOI:
https://doi.org/10.7146/nomad.v3i3.146180Abstract
Artiklen presenterer i første del et rammeverk som dekker sentrale aspekter ved matematisk tenkning. Begrepene som blir beskrevet er: basiskunnskap, strategier, metakognisjon og holdninger. I tillegg blir forholdet mellom dem diskutert. Artiklens andre del er viet strategiundervisning. Søkelyset rettes mot en modell for slik undervisning; hvordan strategier kan undervises ved hjelp av denne modellen, men også hvordan de øvrige komponentene i rammeverket bør stimuleres for å nå målet: økt matematisk kompetanse gjennom rasjonell bruk av strategier. Artiklen konkluderer med at dette rammeverket og denne modellen for undervisning danner et troverdig teoretisk grunnlag for et videre empirisk arbeid med undervisning av strategier.
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