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Ber kningar av subtraktionsuppgifter visar sig vara en utmaning f r svenska elever i rskurs 3 Problematiken ligger i valet av ber kningsmetoder d r dessa inte r lika effektiva och framg ngsrika som vid ber kningar av addition Denna studie r inspirerad av en fenomenografisk ansats som syftar till att redog ra f r vilka uppfattningar elever i rskurs 3 har av subtraktion samt vad som p verkar elevers metodval vid ber kningar av subtraktion Studiens syfte besvaras med f ljande fr gest llningar hur uppfattar elever subtraktion Vilka aspekter p verkar elever att v lja en specifik metod vid ber kningar av olika subtraktionsuppgifter Med utg ngspunkt fr n semistrukturerade individuella intervjuer med 10 elever fr n tv klasser i rskurs 3 visar det sig att samtliga elever inledningsvis uppfattar r knes ttet subtraktion som en subtraktiv f r ndring d r n got f rsvinner eller tas bort Vid ber kning av sex olika subtraktionsuppgifter tre textuppgifter och tre uppgifter med ok nda tal visar eleverna en variation i att vara flexibel respektive anpassningsbar i metodvalet Resultatet redovisar kategorier som representerar olika ber kningsmetoder Inom respektive kategori lyfts elevers egna ber kningar inklusive deras motiveringar till valet av ber kningsmetod Standardalgoritmen visar sig vara den dominanta ber kningsmetoden d r ett f tal elever anv nder standardalgoritmen vid samtliga uppgifter D r valet av att anv nda standardalgoritmen som ber kningsmetod beror p att metoden r enklast att anv nda och att det g r fort att r kna ut svaret med standardalgoritmen I resultatet h vdar eleverna ven att valet av metod beror till stor del p de ing ende talens v rde i den givna uppgiften Calculations of subtraction tasks has shown to be challenging for Swedish pupils in grade 3 The problem lies in the choice of calculation methods where these methods aren t as effective and successful as those methods for calculations of addition This study is inspired by a phenomenographic approach and aims to explain what perceptions pupils in grade 3 has of subtraction and what affects pupils choice of methods in calculations of subtraction The aim in the study focuses on the following questions how do pupils perceive subtraction Which aspects influence pupils to choose a specific method when calculating different subtraction tasks Based on semi-structured individual interviews with 10 pupils from two classes in grade 3 it turns out that all pupils initially perceive subtraction as a subtractive change where something disappears or is taken away In the calculations of six different subtractions task three text tasks and three tasks with unknown numbers the pupils show a variation by being flexible and adaptable in their choice of method The result reports categories that represents different calculation methods In each category pupils own calculations is mentioned including their motivations for the choice of calculation method The standard written algorithm is shown to be the most dominant calculation method where a few pupils use the standard algorithm in all tasks The choice to use the standard algorithm as calculation method is due to the simplicity of the method and that it s faster to calculate the answer with the standard algorithm In the result the pupils also claims that the choice of methods depends on the value of the including numbers in the given task

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Elevers uppfattningar av och metodval vid subtraktionsuppgifter : En fenomenografi-inspirerad studie med elever i årskur...

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