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Utökad tid för matematikundervisning: Lärares perspektiv
University of Borås, Faculty of Librarianship, Information, Education and IT.
2015 (Swedish)Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesisAlternative title
Extended time for teaching mathematics : Teachers' perspective (English)
Abstract [sv]

Bakgrund Alla elever i årskurs ett till tre har fått utökad tid för matematikundervisning från och med läsåret 2013-2014. I arbetet belyses den utökade tiden utifrån lärares perspektiv.

Syfte Syftet är att visa på hur åtta lärare beskriver att de använder den utökade undervisningstiden i matematik.

  •  Hur beskriver lärarna den utökade matematikundervisningen?
  •  Har den utökade tiden lett fram till några förändringar i lärarnas undervisning, om i så fall på vilket sätt?
  •  Vad är kvalitet i matematikundervisning enligt lärarna?

Metod Kvalitativ metod med semi-strukturerad intervju som redskap för datainsamling.

Resultat Undersökningen visar att undervisningen inte har påverkats mycket av den utökade tiden. De flesta lärarna uttrycker dock att det är bra med mer tid, de behöver inte stressa fram längre. Kvalitet i undervisningen får man bland annat genom mer planeringstid, tid för reflektion enskilt och med kollegor, uttrycker lärarna. Ramarna styr vilken undervisning som levereras.

Abstract [en]

Background All students in grade one through three have been given extended time for mathematics education from the academic year 2013-2014. The work highlights the extended time from the teacher's perspective.

Purpose The purpose is to see how eight teachers describe their use of the extended educational time in mathematics.

  • How do the teachers describe the extended mathematics teaching?
  • Have the extended period led to any changes in their teaching, if so, how?
  • What is quality in mathematics teaching according to the teachers?

Method The method is a qualitative method with semi-structured interview for data collection.

Results The survey shows that the teaching has not been affected much by the extended time. Most teachers express, however, that it is good to have more time, they don´t need to feel stressed anymore. According to the teachers quality in teaching is obstained through more time for planning and reflection alone or with other colleagues. The teaching is determined by the framework.

Place, publisher, year, edition, pages
2015. , 29 p.
Keyword [en]
framework theory, mathematics teaching, quality in schools
Keyword [sv]
ramfaktorteori, matematikundervisning, kvalitet i skolan
National Category
Pedagogy Pedagogical Work
Identifiers
URN: urn:nbn:se:hb:diva-1008OAI: oai:DiVA.org:hb-1008DiVA: diva2:866683
Subject / course
Pedagogiskt arbete
Uppsok
Social and Behavioural Science, Law
Supervisors
Examiners
Available from: 2015-11-10 Created: 2015-11-03 Last updated: 2015-11-10Bibliographically approved

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CiteExportLink to record
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Citation style
  • apa
  • ieee
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  • nn-NO
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  • Other locale
More languages
Output format
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