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Matematikbokens vikt i undervisningen: The importance of the mathematics book in teaching
Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
2019 (Swedish)Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesis [Artistic work]
Abstract [sv]

Hur använder lärare matematikboken i dagens undervisning? Dominerar boken undervisningen eller fungerar den som ett redskap, en så kallad artefakt? Syftet med denna studie är att undersöka matematikbokens vikt i dagens undervisning i årskurs tre, genom en kvalitativ metod. Studiens två forskningsfrågorundersökgenom observationer och semistrukturerade intervjuer med tre olika respondenter och tre olika skolor. Datainsamlingen analyseras med fenomenografisk forskningsansats skolinspektionens analysschema.

Samtliga lärare som medverkade i studien hävdar att matematikboken är grundläggande i undervisningen samt att matematikboken används till åttio procent i undervisningen. Lärarna belyser att tiden är knapp och matematikboken underlättar tidsmässigt. Resultaten som framkom i studien är att matematikboken dominerar undervisningen. Elever arbetar i stora drag enskilt i matematikboken eller med material som är framtaget från matematikboken under lektionerna. Slutsatsen i denna studie är att det inte råder någon större individualisering eller socialt samspel i klassrummen på grund av den stora del enskilda arbete, lärare använder till största del material från matematikboken eller matematikboken. Slutligen visar både observationer och intervjuer att matematikboken dominerar undervisningen tidsmässigt.

Stora undersökningar som TIMSS och PISA visar att nordiska länder använder matematikboken mer än övriga länder, samt ett nedåtgående resultat i matematik för Sverige.

I denna studie undersöks matematikbokens vikt i dagens undervisning. 

 

 

Abstract [en]

How do teachers use the mathematic textbook in teaching today? Is the mathematic textbook dominant in teaching or is it used as a tool, a so-called artefact? The purpose is to examine the importance of mathematical textbook in today´s teaching in grade three, through a qualitative method. The study two research questions are examined by observations and semi-structured interviews with three different respondents and schools. The data collection is analyzed with phenomenografic research approach.

All teachers that participated in the study claim that the mathematic textbook is fundamental in the teaching and that the textbook is used to eighty percent in teaching. The teachers assert that there is very little time and that the mathematic textbook facilitates time. The results that emerged from the study are that the mathematic book dominates the teaching. Pupils generally work individually in the mathematics book or with material that is proceed from the mathematic book during the lessons. The conclusion in this study is that there is no major individualization or social interaction in the classroom because of the large proportion of individual work, teachers mostly use materials from the mathematics book or the mathematic book. Finally, both observations and interviews show that the mathematical book dominates teaching in time.

Large studies such as TIMSS and PISA shows that Nordic countries use the mathematics book more than other countries, and a falling result in mathematics in Sweden. 

The importance of mathematical textbook in teaching is examined in this study.

 

 

Place, publisher, year, edition, pages
2019. , p. 36
Keywords [en]
Artefact, individualization, mathematic, teachers, teaching, textbook, TIMSS
Keywords [sv]
Artefakt, individualisering, lärare, matematikbok, TIMSS, undervisning
National Category
Humanities and the Arts
Identifiers
URN: urn:nbn:se:ltu:diva-76001OAI: oai:DiVA.org:ltu-76001DiVA, id: diva2:1351339
Subject / course
Student thesis, at least 30 credits
Educational program
Primary Education - Pre-School and School Years 1-3
Supervisors
Examiners
Available from: 2019-09-17 Created: 2019-09-14 Last updated: 2019-09-17Bibliographically approved

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