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Gemensamma provs påverkan på matematikundervisningen: En fallstudie av mellanstadielärares arbete i en svensk kommun
Karlstad University.
Karlstad University.
2019 (Swedish)Independent thesis Advanced level (degree of Master (One Year)), 20 credits / 30 HE creditsStudent thesisAlternative title
The influence on Mathematics education through standardized testing : A case study of a middle school teachers work in a Swedish municipality (English)
Abstract [sv]

En svensk skolkommuns ambitioner har varit att klättra på skolrankingen. Ett

sätt att göra detta är att utforma ett kommunalt matematikprov för årskurs 5 i

syfte att upptäcka kunskapsluckor i god tid innan det nationella provet i

årskurs 6. Syftet med studien är att undersöka hur detta prov påverkar matematiklärarnas

arbete. Detta har undersökts genom kvalitativa intervjuer av de

berörda matematiklärarna. Svaren har analyserats utifrån den teoretiska

utgångspunkten sociomatematiska normer. Vi har också analyserat det

matematiska innehållet i ett arbetsmaterial som kommunen har uppmanat

lärarna till att använda som förberedande material. Resultatet pekar på att

matematiklärares arbete påverkas i hög grad av att huvudmannen anordnar ett

centralstyrt matematikprov. Detta gäller det matematiska innehållet i deras

undervisning och därmed de sociomatematiska normer som råder i klassrummen.

Vår slutsats är att kommunens intention att påverka lärarnas arbete

infrias, men hur det på längre sikt påverkar elevers kunskapsutveckling

återstår att undersöka.

Abstract [en]

A Swedish school municipality's ambitions has been to climb the school

rankings. One way of doing this is to design a test for fifth grade pupils in

order to discover gaps in students mathematical understandning well ahead of

the national tests in the sixth grade. The purpose of this study is to investigate

how this test affects the work of mathematics teachers. This has been

investigated through qualitative interviews of the involved mathematics

teachers. The data have been analyzed based on the theoretical starting point

of socio-mathematical norms. We have also analyzed the mathematical

content that the municipality has recommended the teachers to use as

preparatory material. The result indicates that the work of mathematics

teachers is very much influenced by the fact that the municipality organizes a

central-controlled mathematics test. This applies to the mathematical content

of their teaching and the socio-mathematical norms prevailing in the

classrooms. Our conclusion is that the municipality can influence and alter

the teachers' work both inside and outside the math class.

Place, publisher, year, edition, pages
2019. , p. 54
Keywords [en]
formative assessment, mathematics, mathematics education, organizational change in schools, sociomaethematical norms, standardized testing, task analysis
Keywords [sv]
formativ bedömning, matematik, matematikundervisning, skolförändring, sociomatematiska normer, standardiserade tester, uppgiftsanalys
National Category
Mathematics
Identifiers
URN: urn:nbn:se:kau:diva-72898OAI: oai:DiVA.org:kau-72898DiVA, id: diva2:1328837
Available from: 2019-06-26 Created: 2019-06-23 Last updated: 2019-06-26Bibliographically approved

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