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Klassrumsbedömning i matematik på gymnasieskolans nivå
Linköping University, Department of Mathematics. Linköping University, The Institute of Technology.
2011 (Swedish)Licentiate thesis, monograph (Other academic)
Abstract [sv]

Klassrumsbedömning i matematik på gymnasienivå är en licentiatstudie med en intention att närma sig, fånga upp samt förstå och tolka lärares ageranden, tankar, upplevelser och reflektioner inom och om bedömningen i matematik i gymnasiet. En annan avsikt är delvis att fylla i luckan mellan det målrelaterade kursbedömningssystemet och det praktiska fältet med en kvalitativ forskningsstudie om lärarerfarenheter från gymnasiets matematikkurser.Studien kan inte på något sätt betraktas som uttömmande. Den är selektiv till sin natur. Det finns många andra faktorer som också påverkar de deltagande lärarnas handlingar, funderingar och beslut inom bedömningsfältet av vilka endast ett fåtal berörs av studien. Det finns även så många matematiklärare utanför studien. Lägg likaså till mer eller mindre involverade och intresserade organisationer och institutioner.Intervjuer och fokusgruppsamtal med ett antal matematiklärare från diverse gymnasieskolor har spelats in och detaljerat analyserats genom transkriberingar. Den metodanalytiska och den teoretiska ansatsen från grundad teori har succesivt lett till urskiljandet av åtta typer av bedömningsstrategier: den intuitiva, den inväntande, den kontinuerliga, den likvärdiga, den målinriktade, den provinriktade, den undervisningskopplade samt självbedömningsstrategin och till en teori om hur lärare beskriver och reflekterar om bedömning i matematik på gymnasiet. Strategierna uppvisar en rikedom i lärarnas resonemang om bedömning. Teorin har avslutningsvis fört studien till ett antal begrepp och tillhörande kategoriseringar som har underättat förstaelsen av lärarnas handlingar och resonemang inom matematikbedömningen på gymnasiet.

Abstract [en]

Classroom Assessment in Mathematics at secondary school level is a licentiate study with the intention to approach and interpret teachers’ actions, thoughts and experiences of assessment in mathematics. Another intention of the study is to, through qualitative research on teachers’ experiences of the mathematical courses, bridge the gap between the target-related course system and teachers ́ practical work. Finally, the intent is to provide qualitative formative feedback of the course assessment regarding teachers ́ evaluation strategies. A more qualitative feedback from evaluation, analysis, discussion and reflection will undoubtedly lead to improved mathematics assessment.There are many other factors that also affect teachers’ activities, thoughts and decisions within the assessment area of which few are only concerned within the study. In the present study, interviews and focus-group discussions have been conducted with a group of secondary mathematics teachers. All interviews were tape recorded and detailed analysed in order to give an insight into teachers ́ thoughts and action and further, their experiences of assessing students ́ mathematic knowledge. The analytic and theoretical method of the grounded theory has gradually led to eight assessment strategies and a theory of how the teachers describe and reflect on assessment in mathematics at upper secondary school. Those strategies were: the intuitive, the awaited, the continuous, the equivalent, the target-related, the test-oriented, the instruction-connected and self-assessment strategy. Finally the theory that was grounded out of the data brought a number of concepts and their categorizations. In turn the concepts and the categorizations have facilitated the understanding of the teachers’ activities and thinking in mathematics assessment at upper secondary school.The study gives an important insight into teachers ́ assessment strategies and the reason for their actions, something which has implication for mathematics education in upper secondary school as well as teacher education practices.

Place, publisher, year, edition, pages
Linköping: University Electronic Press , 2011. , 108 p.
Series
Linköping Studies in Science and Technology. Thesis, ISSN 0280-7971 ; 1502
National Category
Social Sciences
Identifiers
URN: urn:nbn:se:liu:diva-70466Local ID: LIU-TEK-LIC-2011:41ISBN: 978-91-7393-091-8 (print)OAI: oai:DiVA.org:liu-70466DiVA: diva2:439814
Presentation
2011-09-30, R4103, Kristian IV:s väg 3, Högskolan Hamstad, Halmstad, 10:00 (Swedish)
Opponent
Supervisors
Available from: 2011-09-16 Created: 2011-09-09 Last updated: 2011-09-16Bibliographically approved

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CiteExportLink to record
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Citation style
  • apa
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  • de-DE
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Output format
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