Videreutdanningsstudenters undervisningskunnskap relatert til likhetstegnets betydning i algebra
Abstract
Vi ser på videreutdanningsstudentenes forståelse av algebraiske uttrykk og likhetstegnets betydning og hvilke didaktiske konsekvenser det kan få. Vi presenterer resultatene fra en algebraisk oppgave besvart av 82 norske lærere på videreutdanningskurs i matematikk, 5–10 (aldersgruppe 10–16 år). Vi har sett etter en forståelse av lærernes egne matematiske kunnskap, deres analyse av elevens løsning og tilbakemeldingen de ville gitt eleven. En tematisk analyse av lærernes skriftlige arbeid viste at lærerne sjelden identifiserte misoppfatning om likhetstegnet som et hinder for å løse en oppgave. Resultatene av denne studien kan forhåpentligvis fungere som et framstøt til å forbedre videreutdanning for matematikklærere i algebra.
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