Denna litteraturstudie har lyft fram forskning om fördelaktiga undervisningsmetoder för tal i bråkform. Däremot har det funnits en stark inriktning mot att elever ska lära om tal i bråkform genom att arbeta utifrån olika representationssätt, där 9 av 19 artiklar haft ett fokus på detta. Som nämnt tidigare är andra kategorier i litteraturstudien underrepresenterade av forskning, vilket påverkar generaliserbarheten av resultaten. Planeringspåverkande metoder, metakognitiva metoder, språkliga metoder och undervisningsmetoder som inte passar in i dessa kategorier skulle därmed behöva utforskas ytterligare. De visar på en potential till ele- vers utvecklade förståelse för tal i bråkform, eftersom varje kategori bidrar med fördelaktiga undervisningsmetoder, även om de är underrepresenterade i den forskning som litteraturstu- dien behandlat.
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Referenser
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Cramer, K., Monson, D., Ahrendt, S., Wyberg, T., Pettis, C., & Fagerlund, C. (2019). Recon- structing the Unit on the Number Line: Tasks to Extend Fourth Graders’ Fraction Understand- ings. Investigations in Mathematics Learning, 11(3), 180–194.
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Deliyianni, E., Gagatsis, A., Elia, I., & Panaoura, A. (2016). Representational Flexibility and Problem-Solving Ability in Fraction and Decimal Number Addition: A Structural Model. In- ternational Journal of Science and Mathematics Education, 14, 397–417.
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Doroudi, S., Holstein, K., Aleven, V., & Brunskill, E. (2016). Sequence Matters, but How Ex- actly? A Method for Evaluating Activity Sequences from Data. International Educational Data Mining Society. 69–77.
Eriksson Barajas, K., Forsberg, C., & Wengström, Y. (2013). Systematiska litteraturstudier i utbildningsvetenskap. Stockholm: Författarna och Bokförlaget Natur & Kultur.
Hacker, D. J., Kiuhara, S. A., & Levin, J. R. (2019). A Metacognitive Intervention for Teaching Fractions to Students with or At-Risk for Learning Disabilities in Mathematics. ZDM: The In- ternational Journal on Mathematics Education, 51(4), 601–612. doi:10.1007/s11858-019- 01040-0
Lee, M.Y., Son, J.W., & Arabeyyat, T. (2015). Preservice Teachers’ Fractional Concepts in Solv- ing Advanced Fraction Problems. North American Chapter of the International Group for the Psychology of Mathematics Education. 724–731.
Lemonidis, C., & Kaiafa, I. (2019). The Effect of Using Storytelling Strategy on Students’ Per- formance in Fractions. Journal of Education and Learning, 8(2), 165–175.
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Li, H.-C., & Tsai, T.-L. (2017). The Implementation of Problem-Based Learning in a Taiwanese Primary Mathematics Classroom: Lessons Learned from the Students’ Side of the Story. Edu- cational Studies, 43(3), 354–369. doi:10.1080/03055698.2016.1277138
Livy, S., Muir, T., & Sullivan, P. (2018). Challenging Tasks Lead to Productive Struggle! Aus- tralian Primary Mathematics Classroom, 23(1), 19–24.
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Peltier, C., & Vannest, K. J. (2018). Using the Concrete Representational Abstract (CRA) In- structional Framework for Mathematics with Students with Emotional and Behavioral Disor- ders. Preventing School Failure, 62(2), 73–82. doi:10.1080/1045988X.2017.1354809 Rau, M. A., Aleven, V., & Rummel, N. (2017). Making Connections among Multiple Graphical
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33 Yang, D.-C., & Lai, M. L. (2013). Teaching Benchmark Strategy for Fifth-Graders in Tai-
34
Bilagor
Bilaga 1
Matris 1: sökprocess för artiklar (sökord, antal och avgränsningar).
Databas och da- tum Söksträng Avgränsningar / in- kluderingskriterier Sökträffar Eric (EBSCO) 2020-09-09 DE "fraction*" AND DE "Math*" Peer reviewed 2010–2020 425 Eric (EBSCO) 2020-09-09
(DE "fraction*" AND DE "Math*") AND (DE "Pri- mary*" OR DE "Elemen- tary*" OR DE "young learner*")) Peer reviewed 2010–2020 267 Eric (EBSCO) 2020-09-09
(DE "fraction*" AND DE "Math*") AND (DE "Pri- mary*" OR DE "Elemen- tary*" OR DE "young learner*")) AND (DE "Method*" OR DE "Teaching strateg*" OR DE "Classroom practise*" OR "Educat*" OR DE "in- struct*") Peer reviewed 2010–2020 264 Eric (EBSCO) 2020-09-09
(DE "fraction*" AND DE "Math*") AND (DE "Pri- mary*" OR DE "Elemen- tary*" OR DE "young learner*")) AND (DE "Method*" OR DE "Teaching strateg*" OR DE "Classroom practise*" OR "Educat*" OR DE "in- struct*") AND (DE "Dis- abi*" OR DE "Difficult*" OR DE "Low-perform*" OR DE "Problem*" OR DE "Learning problem*" OR DE "Barrier*") Peer reviewed 2010–2020 83
35
Bilaga 2
Kartläggning av artiklar
Metoder med fokus på representations- former
Barbieri, Rodrigues, Dyson & Jordan (2019).
Cramer, Monson, Ahrendt, Wyberg, Pettis & Fagerlund (2019). Deliyianni, Gagatsis, Elia & Panaoura (2016).
Lemonidis & Kaiafa (2019). Namkung & Fuchs (2019). Peltier & Vannest (2018).
Rodrigues, Dyson, Hansen & Jordan (2016).
Schumacher, Jayanthi, Gersten, Dimino, Spallone & Haymond (2018). Sharp & Shih Dennis (2017).
Planeringspåver- kande metoder
Doroudi, Holstein, Aleven & Brunskill (2016). Olsen, Rummel & Aleven (2017).
Rau, Aleven & Rummel (2017). Watt & Therrien (2016).
Li & Tsai (2017). Metakognitiva me-
toder
Ennis & Losinski (2019).
Hacker, Kiuhara & Levin (2019). Språkliga metoder Mueller & Yankelewitz (2014).
Metoder för ut- veckling av resone- mangsförmåga
Yang & Lai (2013).