Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Laborativ matematik: en möjlighet eller en belastning
Linnaeus University, Faculty of Technology, Department of Mathematics, Department of Mathematics Education.
2017 (Swedish)Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
Abstract [en]

The past years there has been a big media circus, that states that the Swedish schoolsystem is broken and with dropping results in PISA as a proof of this statement. Voices have been heard that teachers rely on textbooks in a voluminous way and some suggest that this is the main problem as Swedish students dropping in mathematics results. This study shows how teachers perceive their use of laboratory mathematics and is therefore based on a teacher perspective. What I want with this study is to show how teachers looks at the correlation between benefits and disadvantages in using laboratory mathematics, but also to create an awareness for understanding the difficulties that you may face as teacher if you want to use laboratory mathematics as a tool when teaching. In this study, the main focus is on how teachers use laboratory mathematics as an option when teaching. Nine teachers participated in an online survey and answered questions about how they use laboratory mathematics and what benefits or disadvantages it may comprehend. To add, two teachers also attended to a private interview and another two were observed. The result that was found is that teachers can see big advantages in using laboratory mathematics especially when teaching geometry. The teachers pinpoint how using laboratory mathematics supports students deeper understanding for the mathematic contents. Though, teachers also highlight that there is a urgent need for the teacher to have the knowledge to comprehend meaningful and aimful lessons. Apart from knowledge teachers points to the lack of time to plan and execute as a disadvantage. The lack of time combined with insufficient knowledge in how to use laboratory mathematics is the determiner if laboratory mathematics is seen as a possibility or an affliction.

Place, publisher, year, edition, pages
2017.
Keywords [sv]
Konkret material, laborativ matematik, undervisning.
National Category
Didactics
Identifiers
URN: urn:nbn:se:lnu:diva-62635OAI: oai:DiVA.org:lnu-62635DiVA, id: diva2:1091582
Subject / course
Didactics of Mathematics
Educational program
Lärarprogrammet, inriktning mot verksamhet i grundskolans tidigare år
Supervisors
Examiners
Available from: 2017-04-27 Created: 2017-04-27 Last updated: 2017-04-27Bibliographically approved

Open Access in DiVA

fulltext(854 kB)50 downloads
File information
File name FULLTEXT01.pdfFile size 854 kBChecksum SHA-512
8d9acaaefe2996db895b81e853522f2249bec82ced54151ea94508201a3056cfe6c2b5c66b3b1150e13facd33e24127aad66dc054726556554b4ff1890bdbf39
Type fulltextMimetype application/pdf

By organisation
Department of Mathematics Education
Didactics

Search outside of DiVA

GoogleGoogle Scholar
Total: 50 downloads
The number of downloads is the sum of all downloads of full texts. It may include eg previous versions that are now no longer available

urn-nbn

Altmetric score

urn-nbn
Total: 143 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf