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Det är väl inget att dividera om: En kvalitativ studie av matematiklärares klassrumskommunikation
Kristianstad University, School of Education and Environment.
Kristianstad University, School of Education and Environment.
2015 (Swedish)Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesisAlternative title
That's nothing to quibble about : A qualitative study of mathematic teachers’ classroom communication (English)
Abstract [sv]

Studiens syfte var att undersöka hur lärare som undervisar i matematik i årskurs 7-9 använder matematiskt språk i relation till ett vardagligt samt i vilken utsträckning de använder en kombination av de två språken. Studien var kvalitativ och metoderna som använts är observation med efterföljande samtal. Syftet med studien medför att ett lärarperspektiv var givet. De observerade lektionerna och samtalen resulterade i olika kategorier av begrepp vilka sedan resulterade i en teori kring hur lärare använder de olika språken vid genomgångar. Samtliga lärare använde både matematiskt och vardagligt språk vid genomgång medan endast ett fåtal använde språken i kombination. Studien visade att lärare använder sig av både matematiskt och vardagligt språk vid genomgångar med elever, men i varierande grad.

Abstract [en]

The purpose of the study was to investigate how teachers teaching mathematics in grades 7-9 use mathematical language in relation to a everyday language as well as the extent to which they use a combination of the two. The study was qualitative and the methods used are observation with subsequent conversations. The purpose of the study implies that a teacher's perspective was necessary. The observed lessons and the conversations resulted in different categories of concepts which then resulted in a theory of how teachers use the different languages during the lecture. All the teachers used both mathematical and everyday language during the lecture while only a few used the two languages in combination. The study showed that teachers use both mathematical and everyday language during lectures with students, but in varying extent.

Place, publisher, year, edition, pages
2015. , 74 p.
Keyword [en]
Mathematical language, casual language, mathematics, teacher's use of language, conceptual learning
Keyword [sv]
Matematiskt språk, vardagligt språk, matematik, lärares språkanvändning, begreppsinlärning
National Category
Didactics
Identifiers
URN: urn:nbn:se:hkr:diva-15216OAI: oai:DiVA.org:hkr-15216DiVA: diva2:896193
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Available from: 2016-01-21 Created: 2016-01-20 Last updated: 2016-01-21Bibliographically approved

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Citation style
  • apa
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