”Det är riktat till mig, det borde gå att lösa”
Elevgenererade ledtrådar som stödstruktur vid självständig problemlösning
DOI:
https://doi.org/10.7146/nomad.v30i3.160879Keywords:
mathAbstract
Elevgenererade ledtrådar är en potentiellt användbar stödstruktur vid självständig problemlösning, men det är fortfarande oklart hur elever använder och uppfattar sådana ledtrådar. Genom två interventioner med uppföljande enkät och intervjuer undersökte vi därför användande av elevgenererade ledtrådar i sex gymnasieklasser. Vi fann att eleverna använde ledtrådarna för att 1) starta upp lösningsförsök, 2) hantera svårigheter och motgångar, samt 3) utvärdera lösningsförsök. Utöver ledtrådarnas innehåll var relationen mellan avsändare och mottagare avgörande för hur användbara ledtrådarna upplevdes. Att ledtrådarna var skrivna av jämlikar snarare än lärare eller läroboksförfattare verkade för eleverna kommunicera både att de borde kunna förstå ledtrådarna och att uppgiften de arbetade med var överkomlig för en person på deras ungefärliga kunskapsnivå. Resultatet belyser affektiva och relationella dimensioner av ledtrådar och elevers mottagande av dessa som förbisetts i tidigare ledtrådsforskning.
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