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Matematiksvårigheter: En intervjustudie om högstadielärares syn och arbete med elever som har svårigheter i matematik
Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Mathematics and Computer Science.
2014 (Swedish)Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesisAlternative title
Mathematics difficulties : An interview study of high school teachers' views and work with students who have difficulties in mathematics (English)
Abstract [en]

In Swedish schools the teaching is mainly composed of briefings and independent work in the books. But how does that compose with individualization and students in need of special support? What type of education do these students get? The purpose of this paper was therefore to study high school teachers' perception of mathematical difficulties, how they work to make it easier for pupils who have difficulties but also how they ensure that learning has taken place. This paper has also investigated which areas of mathematics that the students have the most trouble with. To study this, eight semi-structured interviews were conducted with mathematic teachers' at a high School. The results of the survey showed that difficulties in mathematics are about students who do not achieve the goals in the mathematics curriculum as a result of inadequate knowledge. The survey also showed that there were three contributing factors to it and they were: educational factors, external factors, neuropsychological and genetic factors. The students' problem areas were: mental arithmetic, problem with text tasks, speech intelligibility but also difficulties with basic arithmetic operations. The methods to work with these students were divided into five categories, they were: teamwork, communication in the classroom, individualization, visualization and additional resources. To ensure that learning has taken place, the teachers’ methods can be divided into three categories: daily contact, test and communication. The results of this study showed that the teacher has an important role in the work with students who have mathematical difficulties, both in the facilitation and development of it.

Abstract [sv]

Undervisningen i den svenska skolan består till stor del av genomgångar och självständigt räknande i böckerna. Men hur går det ihop med individualisering och elever i behov av särskilt stöd? Vilken typ av undervisning ges de? Syftet med denna uppsats var därför att studera högstadielärares uppfattning av matematiksvårigheter, hur de arbetar för att underlätta för elever som har svårigheter men också hur de säkerställer att ett lärande har ägt rum. Uppsatsen har också undersökt vilka områden inom matematiken som de eleverna har störst problem med. För att kunna granska detta har åtta semistrukturerade intervjuer genomförts med matematiklärare på en högstadieskola. Resultatet av undersökningen visade att matematiksvårigheter handlade om elever som inte uppnår målen i matematik till följd av otillräckliga förkunskaper. Undersökningen visade också att det fanns tre bidragande faktorer till det och de var: undervisningsfaktorer, yttre faktorer, neuropsykologiska och genetiska faktorer. Elevernas problemområden var: huvudräkning, problemlösning/lässvårigheter, taluppfattning samt de grundläggande aritmetiska räknelagarna. Arbetsmetoderna delades in i fem kategorier, de var: grupparbete, kommunikation i klassrummet, individualisering, visualisering och extra resurser. Arbetet med att säkerställa att ett lärande har skett, delades in i tre kategorier: den dagliga kontakten, prov och kommunikation. Resultatet av denna undersökning visade att läraren har en viktig roll i arbetet med matematiksvårigheter, både i underlättandet och i utvecklandet av det.   

Place, publisher, year, edition, pages
2014. , 29 p.
Keyword [en]
mathematics difficulties, mathematics, teaching, learning, problem areas
Keyword [sv]
matematiksvårigheter, matematik, undervisning, lärande, problemområden
National Category
Natural Sciences
Identifiers
URN: urn:nbn:se:kau:diva-32607OAI: oai:DiVA.org:kau-32607DiVA: diva2:726381
Subject / course
Mathematics
Educational program
Secondary Education Programme: Upper-Secondary School: Mathematics (300 ECTS credits)
Supervisors
Examiners
Available from: 2014-06-24 Created: 2014-06-17 Last updated: 2014-06-24Bibliographically approved

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