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Kan en strukturerad intensivundervisning inomordinarie undervisningstid i matematik vara gynnsam?: En experimentell fallstudie om en intervention med enskild intensivundervisning för elever i svårigheter med taluppfattning
Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Educational Sciences.
Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Educational Sciences.
2019 (Swedish)Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesisAlternative title
Could Structured Intensive Teaching of Mathematics, within Regular Teaching Hours, Prove Beneficial? : A Single Case Study on Intensive One-to-One Teaching of Pupils with Number Sense Problems (English)
Abstract [sv]

I den här studien undersöktes fyra elevers kunskapsutveckling och inställning till ämnet matematik under en period av tre veckors intervention. Syftet var att mäta om en enskild intensivundervisning i matematik inom ordinarie undervisningstid kunde vara gynnsam för elever i svårigheter med taluppfattning. Ytterligare syfte var att se på om intensivundervisningen hade någon effekt på elevernas självskattning kring matematik. Studien är en experimentell fallstudie med multipel baslinje singlecase-design. Resultatet visade att interventionen har varit gynnsam för de ingående eleverna både vad gäller kunskapsutvecklingen och deras inställning och självskattning till ämnet.

Abstract [en]

This study investigates the knowledge progression of four pupils and their attitude to mathematics during a period of three weeks. The aim is to measure whether pupils with number sense problems could benefit from intensive one-to-one teaching of mathematics, within regular teaching hours. The study also aims to find out if intensive teaching affects the pupils´self-assessment regarding mathematics. An experimental case study, with multiple baseline singlecase design, has been used. The results indicate that the intervention has proved beneficial to the pupils in the study, when it comes to their knowledge progression as well as their attitude and self-assessment.

Place, publisher, year, edition, pages
2019. , p. 55
Keywords [sv]
Intensivundervisning, intervention, matematik, taluppfattning, tallinjeestimering, single case design, explicit undervisning, RTI, CRA
National Category
Educational Sciences Pedagogy
Identifiers
URN: urn:nbn:se:liu:diva-161365ISRN: LIU-IBL/SPLÄR-A-19/05-SEOAI: oai:DiVA.org:liu-161365DiVA, id: diva2:1366816
Subject / course
Special Education Needs Programme
Educational program
Special Education Needs Programme
Supervisors
Examiners
Available from: 2019-10-31 Created: 2019-10-30 Last updated: 2019-10-31Bibliographically approved

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bb5c25218f862789df639816b7720743cc264107c2529a02298f4f157ba9bdd71889c15f57b79fce703d6c2f6198ad3b9a7e83575b030cc85d52458995e74ca2
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Department of Behavioural Sciences and LearningFaculty of Educational Sciences
Educational SciencesPedagogy

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CiteExportLink to record
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  • apa
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