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Lässvårigheters påverkan på matematikprestationer
Örebro University, School of Science and Technology.
2014 (Swedish)Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesisAlternative title
Reading Difficulties Impact on Mathematic Achievements (English)
Abstract [sv]

Enligt PISAs undersökning (Skolverket, 20I3) uppvisar svenska elever idag sämre prestationer i läsförståelse och matematik. Många påverkansfaktorer är omdiskuterade men varken lässvårigheter eller matematiksvårigheter har berörts. I relation till detta upprättas en litteraturstudie med syftet att undersöka huruvida lässvårigheter samverkar med matematiksvårigheter och hur det påverkar matematikprestationer. Resultatet av studien visar att lässvårigheter inte alltid påverkar matematiskprestationer. Somliga elever uppvisar svårigheter medan andra inte gör det, dock synliggörs kombinationen läs- och matematiksvårigheter oftare än svårigheterna var för sig. Slutsatser som dragits är att det behövs mer forskning på området för att undersöka hur det kommer sig att en bråkdel av elever i lässvårigheter inte uppvisar svårigheter i matematik, medan andra elever gör det och varför läs- och matematiksvårigheter uppvisas oftare i en kombinerad form.

Abstract [en]

According to the PISA research (Skolverket, 2013), Swedish students today show weaker presentations in reading comprehension and mathematics. Many factors have been discussed but neither of reading difficulties or mathematic difficulties has been concerned. According to this, a literature review will be established with the purpose to examine how reading difficulties co-operate with mathematic difficulties and how it may impact on mathematic achievements. The result shows that reading difficulties not always have an impact on mathematic achievements. Some students tend to show weaknesses while others do not; however the combined reading- and mathematic difficulties are shown more often compared to the difficulties on their own. Conclusions that have been made are that more research needs to investigate why only a minority of students with reading difficulties show weaknesses in mathematics, while other do not and why the combined reading- and mathematic difficulties are shown more often.

Place, publisher, year, edition, pages
2014. , 31 p.
Keyword [en]
mathematic difficulties, mathematic ability, mathematic achievements, reading difficulties, dyslexia, reading ability, arithmetic, problem solving, phonological processes, working memory, long-term memory.
Keyword [sv]
matematiksvårigheter, matematisk förmåga, matematikprestationer, lässvårigheter, dyslexi, läsförmåga, aritmetik, problemlösning, fonologi, arbetsminne, långtidsminne.
National Category
Mathematics
Identifiers
URN: urn:nbn:se:oru:diva-35540OAI: oai:DiVA.org:oru-35540DiVA: diva2:729772
Subject / course
Mathematics
Supervisors
Examiners
Available from: 2014-06-26 Created: 2014-06-26 Last updated: 2017-10-17Bibliographically approved

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fulltext(502 kB)145 downloads
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CiteExportLink to record
Permanent link

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Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
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  • de-DE
  • en-GB
  • en-US
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  • nn-NO
  • nn-NB
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  • Other locale
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Output format
  • html
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