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På tal om tal: En studie om grundskolelärarens användning av det matematiska språket i additionsundervisningen.
Karlstad University, Faculty of Health, Science and Technology (starting 2013).
2019 (Swedish)Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesisAlternative title
Speaking mathematically : A study about primary teachers use of the mathematical language when teaching addition. (English)
Abstract [sv]

Studiens syfte är att synliggöra hur lärare använder det matematiska språket vid undervisandet av addition i årskurserna 1–3. För att uppfylla syftet undersöktes fem lärare vilka observerades vid två tillfällen, där observationerna följdes upp med en intervju. För att analysera lärarnas matematiska språk användes Bergvalls (2016), Hajers, Kindenbergs och Ramsfeldts (2016) samt Kiselmans och Mouwitzs (2008) kategorisering och definiering av matematikens språk. Även lärarnas intervjusvar användes för att bringa klarhet i lärarnas ord- och begreppsanvändning. Resultatet visar att det främst är synonymer till additionens formella ord som används av studiens lärare. Samtliga lärare menar att det matematiska språket ska genomsyra undervisningen. De ser sig själva som språkliga förebilder där de aktivt ska använda additionens formella ord. Det är dock inte lärarens syn på vikten av formellt matematiska språk som påverkar dennes ord- och begreppsval utan lärarens uppfattning om elevens språkliga förmåga.

Abstract [en]

The aim of this study is to shine a light on how teachers use the mathematical language when teaching addition in grades 1–3. Five teachers were examined to achieve the purpose of the study. The teachers were observed on two occasions which were followed up with an interview. To analyze the teachers' mathematical languages Bergvall’s (2016), Hajer’s, Kindenberg's and Ramsfeldt’s (2016) and Kiselman’s and Mouwitz's (2008) categorizations and definitions of mathematical language were used. The teachers' interview responses were also used to bring clarity to the results from the observations. The result of the study shows that it is primarily synonyms to the formal words of addition that are used by the teachers in the study. All teachers see themselves as linguistic models, where they actively should use the formal words of addition. However, it is not the teacher's view of the importance of formal mathematical language that affects the choice of words and concepts, it’s the teacher's perception of the pupil's linguistic ability.

Place, publisher, year, edition, pages
2019. , p. 44
Keywords [en]
Mathematics vocabulary, teachers use of language, addition, oral communication, observation, interview
Keywords [sv]
Matematiskt språk, lärares språk, addition, muntlig kommunikation, observation, intervju
National Category
Mathematics
Identifiers
URN: urn:nbn:se:kau:diva-73099OAI: oai:DiVA.org:kau-73099DiVA, id: diva2:1332115
Subject / course
Mathematics
Educational program
Primary Education Programme, 240 hp
Supervisors
Examiners
Available from: 2019-08-06 Created: 2019-06-27 Last updated: 2019-08-06Bibliographically approved

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CiteExportLink to record
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