Matematik : Hur motivera elevens lärande i köksmatematik?
In Adult Education-Restaurant students often have a negative attitude towards the subject of math. Often mathematics is associated with what experiences the students had of this subject in elementary school - experiences that many times reduce the motivation for the same that is so frequent in the catering industry, in different contexts. Mathematics more or less unconsciously permeates restaurant profession at large, and as a chef you must realize the importance of mathematics in your daily work in the kitchen.
The purpose of the work is to develop the mathematics lesson weight and volume by planning and designing more stimulating lessons accommodated in the kitchen - combining calculation problems with the work in a real kitchen environment. The aim is to help increase the students’ motivation for and understanding of the importance of mathematics in the kitchen work.
An action-oriented research method was used where students in a survey were asked to answer questions about their previous experiences with mathematics and how they themselves thought that motivating lessons on mathematics in cooking should be designed.
The survey revealed that the majority of the students thought that the mathematics lessons weight and volume preferably should take place in the kitchen. Based on the responses and previous experiences of lessons on mathematics in cooking, new lessons on mathematics in cooking were designed and held with real utensils, raw materials and recipes in the authentic cooking environment. The integration of the lessons weight and volume with the practical work in the kitchen area motivated the students. This can eventually give the students an increased understanding leaving them less negative to the subject.
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