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"I slutet av varje dag förstår alla elever matematiken": En kvalitativ studie om matematiklärares syn på barn i behov av särskilt stöd i Kenya
Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Mathematics and Computer Science.
2014 (Swedish)Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
Abstract [en]

The purpose of the study was to find out how teachers in a school in Kenya conducted the education of mathematics in standard 4-6. The focus was how the teachers worked with children in need of special support in mathematics.To find out the purpose a case study was made with two interviews and seven observations with four teachers on a rural school in Kenya. The following issues were: Which standards were there in the classrooms during lessons in mathematics in Kenya? How did the teachers express the view of children in need of special support? The main conclusion was that different teachers teaching in mathematics looked the same.The teacher was standing in front of the blackboard where the teaching occurred and the pupils were sitting lined up in their benches. The teaching of the pupils was about repetition and imitates the teacher and mostly filling the gap that the teacher made them say. Pupils in need of special support got their help through extra lessons and homework but the teachers thought that it was hard to help every child when there was only one teacher in the classroom.

Abstract [sv]

Studiens syfte var att undersöka hur lärare i en kenyansk skola bedrev sin matematikundervisning i årskurs 4-6. Fokus las på hur lärarna arbetade med barn i behov av särskilt stöd i matematiken. För att besvara syftet gjordes en fallstudie med två intervjuer och sju observationer med fyra lärare på en landsbygdsskola i Kenya. Följande frågeställningar användes; Vilka klassrumsnormer rådde under en kenyansk matematiklektion? Hur uttrycktes lärarnas syn på barn i behov av särskilt stöd i matematik?De slutsatser som framkom var att olika lärares matematikundervisning liknade varandra.Läraren stod framme vid svarta tavlan där de ledde undervisningen och eleverna satt uppradade i bänkar. Undervisningen byggde på att eleverna upprepade och härmade läraren genom att eleverna det flesta gångerna fyllde i sista ordet i meningen som läraren fick dem att säga. Elever i behov av särskilt stöd fick hjälp i form av extrauppgifter och extralektioner men lärarna ansåg att det var svårt att hjälpa alla elever då det var många barn på få pedagoger.

Place, publisher, year, edition, pages
2014.
Keyword [en]
Kenya, mathematics, special needs, teaching
Keyword [sv]
Kenya, matematik, särskilt stöd, undervisning
National Category
Mathematics
Identifiers
URN: urn:nbn:se:kau:diva-31160OAI: oai:DiVA.org:kau-31160DiVA: diva2:693199
Subject / course
Teacher Education - Mathematics
Educational program
Teacher education
Supervisors
Examiners
Available from: 2014-03-04 Created: 2014-02-03 Last updated: 2014-03-04Bibliographically approved

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Axelsson, Kajsa
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CiteExportLink to record
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Citation style
  • apa
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Output format
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