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Språkliga konflikter i matematikämnet: En kvalitativ studie om pedagogers uppfattningar kring arabiskatalande elevers språk- och matematikkunskaper
Örebro University, School of Science and Technology.
2017 (Swedish)Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesisAlternative title
Linguistic conflicts in the mathematical subject : A qualitative study about pedagogue’s perceptions of Arabic speaking pupils language and mathematical knowledge (English)
Abstract [sv]

Detta är en studie om de språkliga konflikter som pedagoger till arabisktalande elever upplever i matematikundervisningen. Det har visat sig vara ett problematiskt fenomen då det svenska språket är en central del av matematikundervisningen idag och därför kan vara svårt för andraspråkselever att kunna förankra och uttrycka sina kunskaper i matematik.

Syftet med denna studie är att undersöka vilka språkliga anpassningar i matematik pedagoger anser sig göra för andraspråkselever. Detta har undersökts genom kvalitativa intervjuer av två verksamma pedagoger med arabisktalande elever i årskurs 3.

För att undersöka och förklara hur pedagoger förstår och upplever fenomenet kring matematikunder-visning och andraspråkselever har en fenomenologisk teoriansats använts. Resultatet presenteras med hjälp av tidigare forskning och därmed sker analysen parallellt för att ge tydlighet och läsvänlighet.

De slutsatser som kunnat dras utifrån studiens resultat är att språkutvecklande arbete är av stor vikt vid arbetet med andraspråkselever i matematik.

Abstract [en]

It is a study about pedagogue’s perception of the linguistic conflicts that Arabic speaking pupil expe-riences in the education of mathematics. It has been known that the Swedish language is a primal part of the education in math and therefor it becomes a problematic phenomenon. This difficulties appears because second language pupils have to show their mathematic knowledge and understanding in a foreign language.

This purpose of this essay’s to examine and explain how pedagogues accommodate math education and how they experiences and work with math education and second language pupils. To examine the purpose of this study two qualitative interweaves has been done with two pedagogues who teaches Arabic speaking pupils (among others) in third grade.

To examine and explain how these two pedagogues understands and experiences this phenomenon about math second languages pupils and math education has a phenomenological theory been used. The result of this study is represent in guidance with the previous science to analyze it’s outcome. This because to create lucidness in the text and to make it more readable.

The conclusion that can been drawn from the result of this essay is that language developing work in mathematics education is an important and crucial part for second language pupils ability to success.

Place, publisher, year, edition, pages
2017. , p. 49
Keyword [en]
Mathematic, Linguistic difficul-ties, adjustable education, Arabic speaking children, primary school, language develop-ing work in mathematical education
Keyword [sv]
Matematik, språkliga svårigheter, anpassningar I undervisningen, arabisktalade elever, grundskolan, språkutvecklande arbete i matematikundervisningen.
National Category
Mathematics
Identifiers
URN: urn:nbn:se:oru:diva-62556OAI: oai:DiVA.org:oru-62556DiVA, id: diva2:1156974
Subject / course
Mathematics
Supervisors
Examiners
Available from: 2017-11-14 Created: 2017-11-14 Last updated: 2017-11-14Bibliographically approved

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Citation style
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