Problem Solving in Thinking Classrooms Using Vertical Surfaces
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Författare
Typ
Examensarbete för masterexamen
Master's Thesis
Master's Thesis
Modellbyggare
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Volymtitel
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Sammanfattning
This phenomenographic study explores how structured problem-solving activities, inspired by
the Thinking Classroom model and conducted on vertical surfaces, influence students'
learning experiences in upper secondary mathematics education. In recent years, interest in
student-centered and collaborative approaches to mathematics teaching has grown, aiming to
promote deeper understanding and engagement.
Semi-structured interviews with two teachers and six students, and an analysis of students'
written exam responses, were conducted to examine variations in how participants perceive
the use of vertical surfaces and group-based tasks. The study focuses on students’
mathematical reasoning, collaborative interactions, and attitudes toward problem-solving. It
also investigates teachers’ experiences regarding the pedagogical benefits and challenges of
implementing these methods.
The findings highlight key themes such as increased engagement, improved metacognitive
awareness, and enhanced collaboration. The results contribute to understanding how physical
learning environments and structured problem-solving approaches can support critical
thinking and mathematical development.
Beskrivning
Ämne/nyckelord
Phenomenography, Problem-Solving, Vertical Surfaces, Thinking Classroom, Mathematics Education, Collaborative Learning