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Intensivundervisning – ett multisensoriskt approach: En fallstudie av en SUM-elevs grundläggande taluppfattning under multisensorisk intensivundervisning
Linnaeus University, Faculty of Technology, Department of Mathematics Education.
2014 (Swedish)Independent thesis Advanced level (professional degree), 60 credits / 90 HE creditsStudent thesis
Abstract [sv]

I denna studie undersöks vad som sker i intensivundervisning där en SUM-elev, elev med särskilda utbildningsbehov i matematik, erbjuds multisensorisk undervisning. Vilken utveckling som sker vad gäller elevens taluppfattning, samt olika uttryck för lärande i undervisningsprocessen är också något som studeras.

Studien har en kvalitativ ansats och har genomförts som en fallstudie med en SUM-elev i årskurs ett. Fallstudien innehåller en intervention med matematiktester vilka genomförts före och efter en intensivundervisning i grundläggande taluppfattning. Deltagande observationer av undervisningssekvensen har genomförts, vilka också har filmats. Till analysen används Bruners teori om representationer tillsammans med Vygotskijs teori om lärande ur ett sociokulturellt perspektiv. Representationerna i Bruners teori beskrivs som den enaktiva som är handlingsbaserad, den ikoniska som är bildbaserad och den symboliska som är språkbaserad.

Resultatet visar i detta fall att en intensivundervisning med multisensorisk approach påverkar elevens taluppfattning positivt och elevens lösningsfrekvens mellan för- och eftertest tredubblats. En utveckling av bland annat matematiska förmågor var synlig. Eleven utvecklade lärande i de olika representationerna där inledningsvis den enaktiva representationen användes och succesivt även den ikoniska- och symboliska representationen. Resultatet visar en positiv påverkan på elevens självförtroende i matematiska situationer, främst gällande symbolhantering.   

Abstract [en]

This study examines what happens in the situation of intense, multi-sensory instruction for a SEN-student in the subject of mathematics, a student with special education needs in mathematics. What kind of development is happening in terms of the student's number sense, as well as various forms of learning in the teaching process is also something that is studied.

The study has a qualitative approach and was implemented as a case study with a SEN-student in the subject of mathematics in year one. The case study includes an intervention with math tests which were taken before and after an intensive teaching of basic number sense. Participant observation of the teaching sequence has been implemented, which also have been filmed. For the analysis Bruner's theory of representations along with Vygotsky's theory of learning from a sociocultural perspective is used. The representations in Bruner's theory is described as the enactive that is action-based, the iconic that is image based and the symbolic which is language-based.

 The result in this case shows that an intensive instruction with a multi-sensory approach affects the student's number sense in a positive way. The pupils solution frequency between pre- and posttest tripled. The Pupil developed learning in the different representations where initially the enactive representation was used and gradually even the iconic- and symbolic representation. A development including mathematical competences were visible. The results show a positive impact on the pupil self-confidence in mathematical situations, primarily in situations for symbol processing.

Place, publisher, year, edition, pages
2014. , 42 p.
Keyword [en]
SEN-students in the subject of mathematics, number sense, multi-sensory mathematic, intensive instruction, intervention and NUMICON®.
Keyword [sv]
SUM-elever, taluppfattning, multisensorisk matematik, intensivundervisning, intervention och NUMICON®.
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URN: urn:nbn:se:lnu:diva-38005OAI: oai:DiVA.org:lnu-38005DiVA: diva2:760854
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Available from: 2014-11-06 Created: 2014-11-04 Last updated: 2014-11-06Bibliographically approved

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