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Vad, hur och för vem: En studie om lärares hantering av matematiska begrepp
Linnaeus University, Faculty of Technology, Department of Mathematics Education.
2014 (Swedish)Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
Abstract [sv]

Studien undersöker hur matematiska begrepp etableras i diskursen i klassrummet och hur lärare planerar för, iscensätter och bearbetar matematiska begrepp. Studiens syfte är att studera hur lärare hanterar matematiska begrepp i undervisningen ur ett specialpedagogiskt perspektiv. Utifrån studiens ansats väljs två kvalitativa datainsamlingsmetoder. Till detta infogas Selander & Kress (2010) formellt inramad lärsekvens och Hallidays (2004) tre metafunktioner och en ny metafunktion, den institutionell funktion (Boistrup- Björklund, 2010).

 

Studien visar att procedurkunskap har en stor plats i undervisningen. Lärarna hanterar begrepp i förbifarten och funderar inte på vilken roll de språkliga uttrycken har. Det pågår först och främst två diskurser, den matematiska och den vardagliga. Diskurserna etableras utifrån olika sociala och sociomatematiska normer som styr undervisningen. Traditioner och förväntningar påverkar undervisningen och den påverkan verkar vara starkare än forskningsrön eller nya styrdokument.

Abstract [en]

The study examines how mathematical concepts established in the discourse in the classroom and how teachers plan for, implements and processes mathematical concepts. The study's purpose is to study how teachers deal with mathematical concepts in teaching from a special education perspective. Based on the study's approach chosen two qualitative data collection methods. To this inserts Selander & Kress´s (2010) formal learning design sequence and Halliday´s (2004), three meta-functions and an institutional function (Boistrup- Björklund, 2010).

 

The study shows that procedural knowledge has a big place in teaching.  Teachers deal with concepts in passing and not thinking about which part the linguistic expressions have. There are primarily two discourses ongoing, the mathematical and the everyday, the discourses are established based on various social and socio-mathematical norms that effects the teaching. Traditions and expectations affect the teaching and the effect seems to be stronger than research findings or new policy document.

Place, publisher, year, edition, pages
2014. , 43 p.
Keyword [en]
discourse, mathematical concepts, special educational perspective, multimodality. socio-mathematical norms
Keyword [sv]
diskurs, matematiska begrepp, specialpedagogiskt perspektiv, multimodalitet
National Category
Educational Sciences
Identifiers
URN: urn:nbn:se:lnu:diva-38009OAI: oai:DiVA.org:lnu-38009DiVA: diva2:761038
Subject / course
Didactics of Mathematics
Educational program
Speciallärarprogrammet Specialisering mot matematikutveckling
Supervisors
Examiners
Available from: 2014-11-06 Created: 2014-11-05 Last updated: 2014-11-06Bibliographically approved

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CiteExportLink to record
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