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Individanpassad matematikundervisning-hur funkar det?: En kvalitativ studie om matematiklärares handledning och tankar om begreppet individanpassning med fokus på området funktioner
Linnaeus University, Faculty of Technology, Department of Mathematics.
Linnaeus University, Faculty of Technology, Department of Mathematics.
2019 (Swedish)Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesisAlternative title
Individualized teaching in mathematics-how does it work? : A qualitative study about teachers tutoring and thoughts about the concept individualized teaching focusing on functions. (English)
Abstract [en]

The aim of this essay is to study how teachers in mathematics in upper-secondary school think about the concept of individualized teaching and their way of tutoring students in a classroom environment. The study focuses on the area of functions. To answer the aim of the study two different qualitative methods are used, namely interview and observation. Three teachers have been interviewed and one lesson per teacher has been observed. The data has been divided into three categories to systematically present, analyse and discuss examples relevant to the aim of the study. Theoretically important concepts are used to analyse the material, for example zone of potential construction, scaffolding and the knowledge quartet. All of the teachers use some kind of conversation to be aware of what kind of individualized teaching their students need. They claim that most of the individualized teaching happens when they tutor the students one-to-one and they have a lot of different methods to do this. All teachers describe time as a factor preventing them from individualizing their teaching as much as they would like.

Abstract [sv]

Syftet med denna uppsats är att undersöka matematiklärares tankar om individanpassningar och deras handledning av elever i gymnasieskolan. Studien fokuserar på området funktioner, specifikt linjära- och andragradsfunktioner. För att besvara studiens syfte används två olika kvalitativa metoder, intervju och observation. Urvalet består av tre lärare som har intervjuats och observerats. Materialet kategoriseras för att systematiskt presentera, analysera och diskutera relevanta exempel utifrån studiens syfte. Teoretiska begrepp används för att analysera resultatet, exempelvis används den potentiella konstruktionszonen, stöttning och kunskapskvartetten. Samtliga informanter använder någon form av samtal för att bli medvetna om elevers behov av individanpassningar. Lärarna menar att majoriteten av individanpassningen sker vid enskild handledning av elever och lärarna beskriver olika metoder för detta. Alla intervjuade lärare beskriver tid som ett hinder för att individanpassa deras undervisning i den utsträckning de önskar.

Place, publisher, year, edition, pages
2019. , p. 44
Keywords [en]
Individualized teaching in mathematics, Functions, Upper-secondary school
Keywords [sv]
Individanpassad matematikundervisning, Funktioner, Gymnasieskolan
National Category
Educational Sciences Didactics
Identifiers
URN: urn:nbn:se:lnu:diva-79398OAI: oai:DiVA.org:lnu-79398DiVA, id: diva2:1277072
Subject / course
Didactics of Mathematics
Educational program
Teacher Education Programme for Upper Secondary School, 300/330 credits
Supervisors
Examiners
Available from: 2019-01-09 Created: 2019-01-09 Last updated: 2019-01-09Bibliographically approved

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Citation style
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