PROBLEMLÖSNING I GYMNASIESKOLANS LÄROBÖCKER En kvantitativstudie om problemlösningens fördelning i fyra läroboksserier.

Abstract

Abstract Title: Problem-solving in mathematics textbooks for upper secondary school Author: Tim Magnusson Essay/Examination paper: 15 hp Program and/or course: LAU395 Level: Second cycle Semester/year: Spring 2019 Supervisor: Tomas Lingefjärd Examiner: Susanne Gravis Report number: VT19-2930-011-LAU395 Keywords: Textbook analysis, Problem-solving, Mathematics

The mathematics textbooks in Sweden are conveyors of content, ways of explaining, and often lesson plans. This study makes efforts to scrutinise the problem-solving contents of four different textbooks series which covers the curriculum for the technology and natural science programs in Swedish upper secondary school. The scrutinization uses definitions of mathematical-solving to divides all exercises in the textbooks into either routine exercises or one of four different kinds of problem-solving exercises. The result of that differentiation is used to compare the textbooks with focus on either, which math course, which part of the curriculum content, or which book series it is. The result shows that some book series has more prevalent problem-solving content, and certain types of problem-solving exercises are more prevalent in some courses, and in exercises relating to some parts of the curriculum content.