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Inkluderad eller exkluderad?: Synen på matematikundervisning ur SUM- elevers perspektiv.
Linnaeus University, Faculty of Technology, Department of Mathematics Education.
Linnaeus University, Faculty of Technology, Department of Mathematics Education.
2013 (Swedish)Independent thesis Advanced level (professional degree), 60 credits / 90 HE creditsStudent thesis
Abstract [sv]

I denna studie undersöks vilka uppfattningar SUM-elever, elever med särskilda utbildningsbehov i matematik, har av matematikundervisning när de i klassrummet får specialpedagogiskt stöd i ämnet och hur de känner sig när de följer med specialläraren ut från klassrummet. Det övergripande syftet med studien är att belysa inkludering och exkludering ur ett elevperspektiv. Studien har en kvalitativ ansats och har genomförts i form av semistrukturerade intervjuer med åtta SUM-elever från åk 4 och 5. Till grund för analysen används Asp-Onsjös (2006) tre olika aspekter på inkludering; rumslig, social och didaktisk.

 

Resultatet visar att den inkludering som eleverna anser vara viktigast när de lär sig matematik är den didaktiska inkluderingen, inte den rumsliga eller sociala. Alla elever i studien kände sig socialt inkluderade och vad gäller den rumsliga inkluderingen spelade den inte någon större roll för dessa SUM-elever. Däremot visade elevuppfattningarna att de kände sig didaktiskt exkluderade i matematikklassrummet. Faktorer som påverkar detta är bland annat brist på konkret material, långa arbetspass samt möjlighet att kommunicera matematik för att förstå den.

Abstract [en]

Abstract This study investigates the perceptions that SEM-students, special education need in mathematics, have when they receive special education in mathematics and how they feel when they leave the classroom to do mathematics with the special education teacher. The overall aim of this study is to highlight the inclusion and exclusion from a student perspective. The study has a qualitative approach and has been implemented in the form of semi-structured interviews with eight students in special education need in mathematics, SEM-students, from grades 4 and 5 in Sweden. The basis for our analysis is three different aspects of inclusion; spatial, social and didactic (Asp-Onsjö, 2006). The results show that the aspect of inclusion that students consider to be most important is didactic inclusion. All the students in the study felt socially included and the spatial inclusion did not play a major role for these SEM- students. The students did articulate that they felt didactical excluded in the classroom. Factors that affected this feeling of exclusion was lack of concrete materials, long working hours and the ability to communicate math to understand it.

Place, publisher, year, edition, pages
2013. , 53 p.
Keyword [en]
inclusion, exclusion, student´s perspective, mathematical education, mathematical difficulties
Keyword [sv]
inkludering, exkludering, SUM-elever, elevperspektiv, matematikundervisning, matematiksvårigheter
National Category
Mathematics
Identifiers
URN: urn:nbn:se:lnu:diva-30385OAI: oai:DiVA.org:lnu-30385DiVA: diva2:666110
Subject / course
Didactics of Mathematics
Educational program
Speciallärarprogrammet Specialisering mot matematikutveckling
Supervisors
Examiners
Available from: 2013-11-22 Created: 2013-11-12 Last updated: 2013-11-22Bibliographically approved

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