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Lära för livet - matematik i skolan och i vardagen: Erfarenheter hos elever i gymnasiesärskolan.
Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
2015 (Swedish)Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesisAlternative title
Learning for Life - Mathematics in School and in Everyday Life : Experiences of students in Upper Secondary Special School. (English)
Abstract [sv]

Syftet med studien är att beskriva erfarenheter elever i gymnasiesärskolan har av ämnet matematik. Den teoretiska ansatsen utgår från grunderna i konstruktionismen och Berger och Luckmann's (2008) kunskapssociologiska förhållningssätt. Jag analyserar mina resultat utifrån Hacking (2000) och ett socialkonstruktionistiskt perspektiv.

Studien är kvalitativ och gruppintervju används som metod. I gruppintervjun deltog sju elever som går i olika årskurser på gymnasiesärskolan. Eleverna går i Handelsprogrammet, Hotel och Restaurangprogrammet och Naturbruksprogrammet.

Fokus i analysen är på vilka konstruktioner av skolämnet matematik, sig själva som matematikelever och nyttan med matematikkunskaper som eleverna gör.

Resultatet visar att matematik som skolämne ses som ett nödvändigt ont och något som upplevs som svårt men viktigt. Det upplevs också som onödigt av vissa elever. Men även om relationen till matematik och rollen som matematikelev uppvisar kluvenhet, så var eleverna överens om att matematik var nyttigt att kunna i vardagslivet. Det fanns en stor samstämmighet bland de intervjuade eleverna om att man klarar sig bättre som vuxen om man kan matematik. 

Abstract [en]

The purpose of the study is to describe the experiences students in Upper Secondary Special School have from the subject mathematics. The theoretical approach is based on the fundamentals of constructionism and Berger and Luckmann's (2008) approach to sociological knowledge. I analyse my results through Hacking (2000) and a social constructionistic perspective.

The study is qualitative and a qualitative group interview is used as method. In the group interview, seven students in different levels on Upper Secondary Special School, participated. The students attend the Tradeprogram, Hotel and Restaurantprogram and Natural Resources Program.

The focus of the analyse is which different constructions of the school matemathic, themselves as mathlearners and the usefulness of mathematics knowledge, that the students do.

The result shows that mathematics as a school subject is seen as a necessary trouble and something that is perceived as difficult but important. It is also perceived as unnecessary by some students. But even if the relation to mathematics and the role of mathematics student exhibits ambivalence, the students were agreed that mathematics is useful to everyday life. There was a broad consensus among the interviewed students that you are doing better as an adult if you know mathematics. 

Place, publisher, year, edition, pages
2015. , 38 p.
Keyword [en]
Mild Intellectual Disability, pupils experiences, mathematics teaching, Upper Secondary Special School, social constructionistic perspective.
Keyword [sv]
Lindrig utvecklingsstörning, elevers erfarenheter, matematikundervisning, gymnasiesärskolan, socialkonstruktionistiskt perspektiv.
National Category
Educational Sciences
Identifiers
URN: urn:nbn:se:kau:diva-37014OAI: oai:DiVA.org:kau-37014DiVA: diva2:838701
Subject / course
Special Education
Educational program
Special Teacher Education Programme: Mental and Intellectual Challenges (90 ECTS credits)
Supervisors
Examiners
Available from: 2015-07-01 Created: 2015-07-01 Last updated: 2015-07-01Bibliographically approved

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