Citation/Eksport
Resumé
Internationalt er der enighed om at fleksibilitet og adaptivitet, dvs. at kende til flere strategier og at kunne vælge den mest hensigtsmæssige, er centrale elementer i matematikundervisning. Vi har undersøgt 2.298 danske 3.-, 6.- og 8.-klasseelevers brug af regnestrategier til trecifrede additions- og subtraktionsopgaver designet til at fremme brug af talbaserede metoder, fx 199 + 323. På tværs af klassetrin viste eleverne lav grad af adaptivitet. Eleverne anvendte sjældent de talbaserede metoder selvom disse havde højere rigtighedsprocent end standardalgoritmen. Brug af standardalgoritmen var størst i 8. klasse hvor eleverne samtidig gjorde mindst brug af talbaserede metoder.
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