Upper secondary students’ task solving reasoning was analysed, with a focus on grounds for different strategy choices and implementations. The results indicate that mathematically well-founded considerations were rare. The dominating reasoning types were algorithmic reasoning, where students tried to remember a suitable algorithm, sometimes in a random way, and guided reasoning, where progress was possible only when essentially all important strategy choices were made by the interviewer.
NATURVETENSKAP -- Matematik -- Annan matematik (hsv//swe)
NATURAL SCIENCES -- Mathematics -- Other Mathematics (hsv//eng)