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"Mathematics is everywhere, and you can do so much with it!": Förskollärares perspektiv på matematik i förskolan, en jämförande studie i Sverige och Spanien 
Luleå University of Technology, Department of Arts, Communication and Education.
Luleå University of Technology, Department of Arts, Communication and Education.
2019 (Swedish)Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesisAlternative title
"Mathematics is everywhere, and you can do so much with it!" : Preschool teacher´s perspective on mathematics in preschool, a comparative study in Sweden and Spain (English)
Abstract [sv]

Studiens syfte är att jämföra hur svenska förskollärare respektive spanska förskollärare beskriver att de undervisar om matematik i förskolan i spontana som planerade aktiviteter. Den teoretiska utgångspunkten för studien är ett sociokulturellt samt ett variationsteoretiskt perspektiv. Kvalitativa intervjuer av sex stycken förskollärare i Sverige och Spanien genomfördes och dokumenterades via ljudinspelning. Intervjuerna transkriberades och analyserades med syftet att synliggöra likheter och skillnader. Resultatet visar att det finns olika bakomliggande motiv till undervisning om matematik, länderna emellan. Den svenska förskolans matematikundervisning domineras av spontana situationer som med hjälp av förskollärare omvandlas till konkreta lärsituationer. Den spanska förskolan har fler lektionsliknande undervisningstillfällen men möjliggör även för spontana lärtillfällen om matematik. Gemensamt för alla förskollärare är synen på deras roll i undervisningen som en stöttande, inspirerande och positiv förebild. Utifrån resultatet dras slutsatsen att matematikundervisning i förskolan som genomförs på ett varierat, lekfullt och utforskande sätt bidrar till ett för barnen meningsfullt lärande.

Abstract [en]

The purpose of the study is to compare how Swedish and Spanish preschool teachers describe their mathematical teaching approaches in organized as well as spontaneous situations. The theoretical frame of the study consists of a sociocultural perspective and variation theory. Qualitative interviews of six preschool teachers in Sweden and Spain was carried out and documented by using audio recording. The interviews was transcribed and analyzed with the purpose to find similarities and differences. The result shows that there are different motives to teach mathematics in preschool between the countries. The swedish preschools mathematical teaching is dominated by spontaneous moments that with support from preschool teachers becomes teaching opportunities. The spanish preschool has a more traditional lessonbased approach, however they also create spontaneous teaching opportunities in mathematics. All preschool teachers in the study have a common view on their role as preschool teacher, to be a supportive, inspiring and positive role model for the children. From the results we draw the conclusion that mathematical teaching in preschool, if carried out in a playful, varied and explorative way, contributes to a meaningful learning for the children.

Place, publisher, year, edition, pages
2019. , p. 21
Keywords [sv]
Förskollärare, Matematik, Spanien, Sverige, Undervisning
National Category
Pedagogical Work Humanities and the Arts
Identifiers
URN: urn:nbn:se:ltu:diva-74732OAI: oai:DiVA.org:ltu-74732DiVA, id: diva2:1327042
Subject / course
Student thesis, at least 15 credits
Educational program
Pre-school Education, bachelor's level
Supervisors
Examiners
Available from: 2019-06-20 Created: 2019-06-19 Last updated: 2019-06-20Bibliographically approved

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Henriksson, LovisaLindberg, Ida-Mari
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CiteExportLink to record
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Citation style
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Output format
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