Begreppsfokuserade matematiska samtal med stöd av representationer : En interventionsstudie om elevers begreppsförståelse och matematiska språk inom addition och subtraktion i årskurs 2.

Sammanfattning

The purpose of this study was to investigate how concept-focused mathematical discussions supported by representations affect students’ conceptual understanding and use of mathematical language in addition and subtraction in grade 2. The study was conducted as an intervention study with both quantitative and qualitative elements. The main theoretical framework of the study was Vergnaud’s (1982) theory of conceptual fields, complemented by perspectives on language and sociocultural learning. During the intervention, the students participated in teaching activities where concrete materials, pictures, symbols, and mathematical discussions were used to make mathematical relationships and concepts visible. Data collection consisted of pre- and post-tests, classroom observations, and worksheets. The quantitative results were analyzed using paired t-tests in JASP, while the qualitative material was analyzed based on the categories conceptual understanding, mathematical language, and representations. The results showed statistically significant improvements in the students’ test results and use of mathematical concepts after the intervention. The qualitative findings also showed that the students increasingly used subject-specific language and multiple representations in their reasoning about addition and subtraction. The study indicates that concept-focused instruction supported by representations can strengthen students’ mathematical understanding in the early years of primary school. At the same time, further research is needed regarding the long-term effects of this type of instruction.