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Matematik i förskolan: Ur pedagogers perspektiv
Halmstad University, School of Education, Humanities and Social Science.
Halmstad University, School of Education, Humanities and Social Science.
2015 (Swedish)Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
Abstract [sv]

Det finns ett behov av att belysa exempelvis förskollärares och barnskötares perspektiv påmatematik, hur de beskriver att de arbetar med matematik i förskolan. Vi har utgått ifrån ettsociokulturellt perspektiv som teoretiskt perspektiv med fokus på kommunikation,människans utveckling och samspel. Semistrukturerade intervjuer genomfördes på en förskoladär sex personer deltog. Resultatet visar att deltagarna har olika erfarenheter av matematik,dock är alla deltagare eniga om att arbetet med matematik på förskolan är viktigt. Deltagarnavar eniga om att det inte finns några nackdelar för barnen med matematikanvändande iförskolan. Mer än hälften av deltagarna uttryckte en önskan om ytterligare kunskaper imatematik till de yngsta barnen på förskolan. Därutöver visar resultatet att det föreligger ettutbildningsbehov som inkluderar såväl ämneskunskaper inom matematik som didaktik. Detsenare handlar om att arbeta med matematik för att främja de yngre barnens lärande. Vidareframgår det i resultatet att matematiska begrepp användes olika mycket av deltagarna, samt påskiftande sätt. Exempelvis framkom det att matematiska begrepp användes dagligen och iform av att räkna samt benämna former med korrekta ord.

Abstract [en]

There is a need to highlight, for example, preschool teachers and childcare workersperspective on mathematics, how they describe their work with mathematics in kindergarten.We have assumed a sociocultural perspective as a theoretical perspective, focusing oncommunication, human development and interaction. Semi-structured interviews wereconducted in a preschool where six people attended. The results show that participants havedifferent experiences of mathematics, however, all participants agree to work with math inpreschool is important. Participants agreed that there are no disadvantages for children withmath use in preschool. More than half of the participants expressed a desire for furtherknowledge of mathematics to the youngest children at the preschool. In addition, the resultsshow that there is a need for training that includes subject knowledge in mathematicsdidactics. The latter involves working with math to promote the younger children's learning.Furthermore, it appears in the result that the mathematical concepts used different amounts ofthe participants, as well as in various ways. For example, it appeared that mathematicalconcepts are used daily and in the form of counting, and the term forms with the correctwords.

Place, publisher, year, edition, pages
2015. , 36 p.
Keyword [en]
Participants, preschool, use of mathematics.
Keyword [sv]
Deltagare, förskola, matematikanvändning
National Category
Educational Sciences
Identifiers
URN: urn:nbn:se:hh:diva-28156OAI: oai:DiVA.org:hh-28156DiVA: diva2:809390
Subject / course
Education Science
Supervisors
Examiners
Available from: 2015-06-10 Created: 2015-04-24 Last updated: 2015-06-10Bibliographically approved

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Matematikiförskolan-ur pedagogers perspektiv(615 kB)127 downloads
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CiteExportLink to record
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