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Särbegåvade elevers uppfattningar om sin matematikundervisning: En intervjustudie på grundskolan om hur särbegåvade matematikelever upplever sig inkluderade i matematikundervisningen
Linnaeus University, Faculty of Science and Engineering, School of Computer Science, Physics and Mathematics.
2012 (Swedish)Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
Abstract [sv]

Studien syftar till att undersöka hur särbegåvade elever i matematik upplever sig inkluderade i matematikundervisningen. Inkludering har i studien betraktats ur tre aspekter, rumslig, social och didaktisk. Undersökningen har genomförts genom att sex lärare har intervjuats och därefter tretton av deras elever. Det är elever som lärarna uppfattat som särbegåvade i matematik.

Lärarna har motiverat sina urval av elever med hjälp av egna kriterier, som till stor del kan kännas igen i Krutetskiis förmågor, med vilka han beskriver de särbegåvade eleverna.

Eleverna upplever att de är rumsligt och socialt inkluderade i den matematikundervisning som de varit del av under sin tid i grundskolan. Däremot finns det indikationer på att flera elever inte alltid känt sig inkluderade didaktiskt, de upplever inte att de fått arbeta med uppgifter som är avpassade för dem.

           

 

                                  

 

                               

 

 

Abstract [en]

The study aims to investigate to what extent gifted students in mathematics feel included in mathematics education. Inclusion has in the study been considered in three dimensions: spatial, social and didactical. The survey was conducted by interviewing six teachers and thirteen of their students. These students are by their teachers perceived as gifted in maths.

The teachers have explained their choice of students using their own criteria, which are largely recognizable in Krutetskiis abilities with which he describes the gifted students.

The students feel they are spatially and socially included in the teaching of mathematics they have been part of during their time in elementary and low secondary school. However, there are indications that many students have not always felt included didactically, and they do not feel that they have been able to work with tasks appropriate for them.

Place, publisher, year, edition, pages
2012. , 43 p.
Keyword [en]
Gifted students in mathemtics, perception of inclusion – spatial, social, didactic
Keyword [sv]
Särbegåvad elev i matematik, upplevelser av inkludering, rumslig, social, didaktisk
National Category
Other Mathematics
Identifiers
URN: urn:nbn:se:lnu:diva-22274OAI: oai:DiVA.org:lnu-22274DiVA: diva2:565052
Subject / course
Mathematics
Educational program
Speciallärarprogram, inriktning matematik eller svenska, (distans), 90 hp
Presentation
2012-05-31, 08:53 (Swedish)
Uppsok
Physics, Chemistry, Mathematics
Supervisors
Examiners
Available from: 2012-11-06 Created: 2012-11-06 Last updated: 2012-11-06Bibliographically approved

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bilaga(843 kB)194 downloads
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Examensarbete slutver.,Ann Stensson(843 kB)465 downloads
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