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Kommunikation i matematikundervisningen: Kan metoden "talk-moves" bidra till att öka elevaktiviteten i klassrumsdiskussioner kring ett matematiskt innehåll?
Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
2011 (Swedish)Independent thesis Advanced level (degree of Master (One Year)), 20 credits / 30 HE creditsStudent thesis
Abstract [sv]

Det undersökta området för denna studie behandlar klassrumsdiskussioner kring ett matematiskt innehåll utförda av elever i två klasser i år 6 som är nivågrupperade. Dessa två grupper består övervägande av lågpresterande respektive övervägande av högpresterande elever. Denna studie är ett undervisningsförsök med syfte att undersöka hur metoden som innefattar medvetna strategier i form av ”talk-moves” fungerar i dessa klassrumsdiskussioner. Skillnader och likheter under nämnda klassrumsdiskussioner jämförs mellan nämnda grupper. Studien är begränsad till att behandla samspelet mellan elevernas prat och tankar under berörda klassrumsdiskussioner. Till största delen består metoden som används för denna studie av videoinspelningar som sedan observerades. Dessa ”talk-moves” innebär att läraren får verktyg att bjuda in samtliga elever att delta i klassrumsdiskussioner.  Läraren kan också använda dessa verktyg till att möjliggöra för eleverna att bygga sin egen kunskap. Detta innebär i sin tur en möjlighet för eleverna att komma förbi utantillinlärning.  

Abstract [en]

The area of subject of this study is classroom discussions in mathematics. The purpose of the study is to investigate how the method called “talk-moves” functions in two ability grouped classes of year six. Each group consists mainly of low-level ability students and high-level ability students. During these clasroom discussions differencies and similarities are compared between these two groups. The limitation of the study consists of the connections between the students´ talk and thoughts. The main part of the method of this study are videorecordings which were later observed. The teacher is able to use “talk-moves”  as tools which are used to invite all students of the class to participate in mentioned classroom discussions. It is also possible for the teacher to use these tools to enable the students to build their own knowledge. This means in turn a possibility for the students to overcome learning by heart. 

Place, publisher, year, edition, pages
2011. , 41 p.
Keyword [en]
ability grouping, classroom discussions, patterns of interaction, re-voicing, talk-moves
Keyword [sv]
nivågrupperingar, klassrumsdiskussioner, interaktionsmönster, ”revoicing”, ” talk-moves”
National Category
Pedagogy Didactics
Identifiers
URN: urn:nbn:se:umu:diva-102413OAI: oai:DiVA.org:umu-102413DiVA: diva2:807703
Subject / course
Examensarbete Speciallärarprogrammet
Educational program
Postgraduate Diploma in Special Needs Training
Supervisors
Examiners
Available from: 2015-04-24 Created: 2015-04-24 Last updated: 2015-04-24Bibliographically approved

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CiteExportLink to record
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