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Elevers inflytande på stödåtgärder i matematikundervisningen: baserat på elevers upplevelser
Linnaeus University, Faculty of Technology, Department of Mathematics.
Linnaeus University, Faculty of Technology, Department of Mathematics.
2017 (Swedish)Independent thesis Advanced level (professional degree), 60 credits / 90 HE creditsStudent thesis
Abstract [sv]

Syftet med studien är att bidra med kunskap kring SUM-elevers (elever i särskilt utbildningsbehov i matematik) upplevelser av inflytande kring sina stödåtgärder i matematikundervisningen. Att stödja elever i att utveckla sin förmåga av att ha inflytande är en del av skolans uppdrag. I denna studie innebär inflytande att påverka sina stödåtgärder i matematikundervisningen vad gäller hur, när, var, vad och med vem. En del forskning har gjorts kring inflytande men den handlar inte så mycket om inflytande i matematikundervisningen och är ofta mer riktade mot homogena grupper. I denna studie har vi valt att intervjua nio stycken SUM-elever som har stödåtgärder i matematikundervisningen i årskurs 9. Tolkningen av elevernas upplevelser i intervjuerna har gjorts med hjälp av en hermeneutisk ansats och därefter analyserats med avseende på makt, relationer och grad av nöjdhet genom att kategorisera resultatet i fyra kategorier: hälsan tiger still, vanmakt, maktlöshet samt framgångsrik maktutövning. I resultatet framgår det att eleverna upplever att de har en framgångsrik maktutövning på sina stödåtgärder kring hur de skulle arbeta och vad de skulle arbeta med, vår tolkning är att dessa faktorer var viktigast för eleven att ha inflytande på. Eleverna upplevde att de inte kunde påverka när och var de fick sitt stöd i matematikundervisningen. Eleverna upplevde till exempel att relationen med läraren påverkar deras möjlighet att ha inflytande.

Abstract [en]

The aim of the study is to contribute with knowledge about the influence the SEM-students (special education needs in mathematics) experience in the special education they receive in mathematics. To foster the students in the ability to use influence is one of the schools duties. In this study influence means to influence the support in mathematics in regards to how, when, were, what and with whom. Some studies has been made on influence however they are not in the subject of mathematics education but is rather more directed towards homogeneous groups. In this study we have chosen to interview nine students in the ninth grade who has special education in mathematics. For these pupils to be more inclined to contribute, we chose students that had a positive development in mathematics. The interpretation of the students experience in the interviews has been made with the help of hermeneutic approach and thereafter analyzed in regards of power, relations and degree of satisfaction through categorizing the result in four different categories: satisfied, impotence, successful exercise of power and powerlessness. The result shows the students experience is that they have a more successful exercises of power on their special education in regards to how they work and what they work with, our interpretation is that it was most important for the students to have influence on these factors. The students experienced that they didn´t have influence on when and where they got their special education in mathematics. The students experienced for instance that their relation with the teacher affects their ability to have influence.

Place, publisher, year, edition, pages
2017. , p. 34
Keyword [sv]
SUM-elever, inflytande, påverkan, stödåtgärder, matematiksvårigheter, relation och makt
National Category
Didactics
Identifiers
URN: urn:nbn:se:lnu:diva-68855OAI: oai:DiVA.org:lnu-68855DiVA, id: diva2:1158366
Subject / course
Didactics of Mathematics
Educational program
Speciallärarprogram, inriktning matematik eller svenska, (distans), 90 hp
Supervisors
Examiners
Available from: 2017-11-20 Created: 2017-11-20 Last updated: 2017-11-20Bibliographically approved

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