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”En fyrkantig undervisning”: En kvalitativ intervjustudie om hur lågstadielärare arbetar med elever som har neuropsykiatriska funktionsnedsättningar i det ordinarie matematikklassrummet
Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
2019 (Swedish)Independent thesis Advanced level (professional degree), 240 HE creditsStudent thesisAlternative title
”A confined teaching” : A qualitative interview study on how primary school teachers work with pupils who have neuropsychiatric disabilities in the regular mathematics classroom (English)
Abstract [sv]

Studien syftar till att synliggöra hur verksamma lågstadielärare arbetar med elever som har neuropsykiatriska funktionsnedsättningar (NPF-diagnoser) i det ordinarie matematikklassrummet. Bakgrundsdelen inleds med en redogörelse för hur matematiksvårigheter kopplat till olika NPF-diagnoser ser ut. Därefter tas begreppet inkluderande matematikundervisning upp samt förslag på hur lärare eller andra pedagoger kan jobba med dessa elever i skolan, detta baserat på tidigare, vetenskaplig forskning. Studiens data har samlats in genom kvalitativa intervjuer med fem lågstadielärare på skolor runt om i landet. Intervjuerna spelades in som ljudfiler för att sedan transkriberas och tolkas utifrån innehållsanalysen olika steg. Studien har sin teoretiska utgångspunkt i det sociokulturella- samt i det relationella perspektivet. Resultat visar att elever med NPF-diagnoser drar nytta av att följa en tydlig struktur som upprepar sig från lektion till lektion. Eftersom eleverna ofta har bristande uppmärksamhets- och koncentrationsförmåga är det viktigt att de får kortare arbetspass, blandat med mer pauser än övriga klasskamrater. Vidare visar resultatet att det är viktigt att eleverna får möjlighet att variera sina arbetssätt och arbetsformer, samtidigt som de får kontinuerlig återkoppling och stöd under hela undervisningsprocessen.

Abstract [en]

The purpose of the study is to highlight how primary school teachers work in the regular classroom while teaching pupils, diagnosed with neuropsychiatric disabilities, mathematics. The background section begins with an account of how mathematics challenges, associated with these specific disabilities, may appear. Thereafter the concept of inclusive mathematics teaching is discussed along with suggestions on how teachers and other educators can work with these pupils, based on previous scientific research. The study data has been gathered through qualitative interviews with five primary school teachers in schools throughout the country. The interviews were recorded as audio files to later be transcribed and interpreted in regards to the content of the analysis' different steps. The study has its theoretical point of departure in the sociocultural, but also in the relative perspective. The result shows that pupils with neuropsychiatric disabilities benefit from following a clear structure which is repeated from lesson to lesson. Since the pupils often lack attention and concentration ability it is important that they have shorter work periods along with more frequent breaks than other classmates. Furthermore, the result shows that it is important that the pupils have the opportunity to vary their working methods and working routines, while at the same time receiving continuous feedback and support throughout the entire teaching process.

Place, publisher, year, edition, pages
2019. , p. 60
Keywords [en]
Adapted teaching, challenges, mathematics, neuropsychiatric disabilities, success factors
Keywords [sv]
Anpassad undervisning, framgångsfaktorer, matematik, neuropsykiatriska funktionsnedsättningar, utmaningar
National Category
Pedagogy Humanities and the Arts
Identifiers
URN: urn:nbn:se:ltu:diva-74474OAI: oai:DiVA.org:ltu-74474DiVA, id: diva2:1324128
Subject / course
Student thesis, at least 30 credits
Educational program
Primary Education - Pre-School and School Years 1-3
Supervisors
Examiners
Available from: 2019-06-17 Created: 2019-06-13 Last updated: 2019-06-17Bibliographically approved

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Citation style
  • apa
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Output format
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