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Kan en lärare hinna med alla elever i dagens matematikundervisning?: En intervjustudie av hur lärare beskriver undervisningen av elever som presterar lågt i matematik.
Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Mathematics and Computer Science.
2017 (Swedish)Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesisAlternative title
Can a teacher find time for all pupils in the mathematics education of today? : An interview study in how teachers describe teaching students with low achievement in mathematics. (English)
Abstract [sv]

I den här studien vill jag belysa hur lärare beskriver prevention och intervention, alltså deras förebyggande och ingripande agerande när det gäller undervisningen av elever som presterar lågt i matematik. Det är en kvalitativ studie som bygger på en serie gruppintervjuer av lärare i grundskolan. Det finns fortfarande en traditionellt kompensatoriskt syn på eleverna hos matematiklärarna och de är ofta av uppfattningen att det behövs specialpedagogik för att alla ska få ett godkänt betyg i matematik. I och med fortbildning, främst genom matematiklyftet, har inställningen till att klara av att inkludera elever som presterar lågt i matematik på ett bra sätt dock ökat. Arbetet i skolorna pågår för att förbättra matematikundervisningen men man ser sällan en övergripande gemensam plan från skolans eller lärarnas sida. Det arbete lärarna bedriver preventivt för att kunna inkludera de elever som presterar lågt har en positiv effekt på alla elever. Mycket av förändringen ligger i att lärare och elever talar mer matematik och inte följer läroboken lika slaviskt som tidigare.

Abstract [en]

In this study I want to illustrate how teachers describe their preventions and interventions when teaching students with low achievement in mathematics. This is a qualitative study based on a series of group interviews of teachers in the Swedish compulsory school. Mathematics teachers still hold a traditional compensatory perspective on students with low achievement thus placing the responsibility for learning with the students. The general opinion is that special pedagogics is necessary to enable support enough to help students with low achievement in mathematics to reach a passing grade. Thanks to further training, primarily through “Matematiklyftet”, the view on the possibility to include low achieving students in the classroom in a good way is more positive. There is an ongoing work in schools to improve the mathematics teaching, but one cannot see a complete or common plan for the schools neither from the school administration nor the teachers. The preventive measures made to include the low achieving students does have a positive effect for all students. Much of the implemented changes have its origin in talking mathematics in the classroom and not following the textbook as slavishly as previously done.

Place, publisher, year, edition, pages
2017. , p. 45
Keywords [en]
teaching mathematics, low achievement, individualization, inclusion, teacher perspective
Keywords [sv]
matematikundervisning, låga prestationer, individualisering, inkludering, lärarens perspektiv
National Category
Educational Sciences Mathematics
Identifiers
URN: urn:nbn:se:kau:diva-47861OAI: oai:DiVA.org:kau-47861DiVA, id: diva2:1072350
Subject / course
Mathematics
Educational program
Secondary Education Programme: Secondary Education Programme: Grades 7-9: Mathematics (270 ECTS credits)
Supervisors
Examiners
Available from: 2017-02-28 Created: 2017-02-07 Last updated: 2017-02-28Bibliographically approved

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CiteExportLink to record
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