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Students’ Mathematical Reasoning and Beliefs in Non-routine Task Solving
Högskolan Dalarna, Akademin Utbildning, hälsa och samhälle, Matematikdidaktik. Linköping University.ORCID-id: 0000-0002-8498-8014
Linköping University; School Administration, Municipality of Hudiksvall.
Department of Mathematics and Science Education, Stockholm University.
2016 (Engelska)Ingår i: International Journal of Science and Mathematics Education, ISSN 1571-0068, E-ISSN 1573-1774, s. 1-18Artikel i tidskrift (Refereegranskat) Published
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Abstract [en]

Beliefs and problem solving are connected and have been studied in different contexts. One of the common results of previous research is that students tend to prefer algorithmic approaches to mathematical tasks. This study explores Swedish upper secondary school students’ beliefs and reasoning when solving non-routine tasks. The results regarding the beliefs indicated by the students were found deductively and include expectations, motivational beliefs and security. When it comes to reasoning, a variety of approaches were found. Even though the tasks were designed to demand more than imitation of algorithms, students used this method and failed to solve the task. © 2016 Ministry of Science and Technology, Taiwan

Ort, förlag, år, upplaga, sidor
2016. s. 1-18
Nyckelord [en]
Beliefs, Mathematical reasoning, Non-routine tasks, Problem solving, Upper secondary school
Nationell ämneskategori
Didaktik Matematik
Forskningsämne
Utbildning och lärande
Identifikatorer
URN: urn:nbn:se:du-21287DOI: 10.1007/s10763-016-9712-3Scopus ID: 2-s2.0-84959365078OAI: oai:DiVA.org:du-21287DiVA, id: diva2:914549
Tillgänglig från: 2016-03-24 Skapad: 2016-03-24 Senast uppdaterad: 2019-03-21Bibliografiskt granskad

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