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Nivågruppering eller inte?: En studie av erfarenheter hos elever i årskurs 8
Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
2013 (Swedish)Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
Abstract [sv]

Syftet med min studie är att beskriva elevers erfarenheter av olika sätt att organisera matematikundervisningen. I mitt arbete har jag använt mig av fokusgrupp som metod. Arbetet bygger på tre fokusgruppintervjuer med tre elever i varje grupp. Eleverna som går i årskurs 8 var under en period indelad i nivågrupper i matematikundervisningen men har nu undervisning i helklass. Resultatet visar att elevernas erfarenheter av matematikundervisningens organisation skiljer sig utifrån vilken nivågrupp de undervisats i. Deltagarna som tidigare fick undervisning i den mest avancerade nivån är de som ställer sig mest positiva till att arbeta i homogena grupper medan eleverna från den minst avancerade ser flest fördelar med heterogena undervisningsgrupper. I alla tre fokusgrupperna framkommer betydelsen av undervisningsmodeller och läromedel för deras motivation och lärande. Eleverna upplever att undervisningsmodellen med genomgång och enskilt arbete har varit och är den vanligaste. Mellan grupperna skiljer sig synen på denna modell i positiv och negativ bemärkelse, men sett utifrån sitt eget lärande upplever eleverna generellt en trygghet i läroboksstyrda lektioner. 

 

Abstract [en]

The purpose of my study is to describe students' experiences of different ways of organizing the teaching in mathematics. In my work, I have used the focus group method. The work is based on three focus group interviews with three students in each group. Students who are in grade 8 were during a period divided into ability groups in mathematics education but are now taught in one group. The results show that students' experience of the organization of mathematics teaching differs from which ability group they were taught in. Participants who previously received training in the most advanced group are the ones that are the most positive about working in homogeneous groups, while students from the least advanced group apprehend most benefits with heterogeneous learning groups. In all of the three focus groups the importance of teaching models and teaching materials for their motivation and learning is revealed. Students feel that the teaching model of lectures and individual work has been and is the most common. The views on this model differ in a positive and negative sense between the groups , but from the perspective of their own learning experience students generally secure in textbook-driven lessons.

Place, publisher, year, edition, pages
2013.
Keyword [sv]
matematikundervisning, fokusgrupper, gruppering, nivågruppering, sociokulturellt perspektiv, läromedel
National Category
Educational Sciences
Identifiers
URN: urn:nbn:se:kau:diva-28203Local ID: LPS:1OAI: oai:DiVA.org:kau-28203DiVA: diva2:632268
Subject / course
Special Education
Educational program
Secondary Education:Bridging Programme, 90 hp
Supervisors
Examiners
Available from: 2013-08-05 Created: 2013-06-24 Last updated: 2013-08-05Bibliographically approved

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CiteExportLink to record
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