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Sambandet mellan matematiklärares syn på formativ bedömning och deras undervisning
Linnaeus University, Faculty of Technology, Department of Mathematics.
Linnaeus University, Faculty of Technology, Department of Mathematics.
2017 (Swedish)Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesisAlternative title
The relation between mathematics teachers’ views on formative assessment and their teaching (English)
Abstract [sv]

Det här är en studie om sambandet mellan matematiklärares syn på begreppet formativ bedömning och deras undervisning i gymnasieskolan. Det har genomförts intervjuer med fem matematiklärare på gymnasiet och observationer av deras matematiklektioner. Empirisk data presenteras tillsammans med teori och tidigare forskning kring formativ bedömning. Insamlad data pekar på att medverkande matematiklärare har en positiv syn på formativ bedömning även om det beskrivs som tidskrävande. Det verkar samtidigt vara mycket som ryms inom begreppet vilket förtydligas genom medverkande matematiklärares stundtals skilda sätt att applicera det i sin undervisning. En av lärarna menar att formativ bedömning ska stärka elevernas självkänsla genom uppmuntran i form av positiva kommentarer som exempelvis ”jättebra”. Samtidigt finns det medverkande lärare som istället vill framhålla formativ bedömning som detaljerad information till eleven om deras kunskapsläge och utvecklingsmöjligheter.  

Abstract [en]

This is a study about mathematics teachers‟ views on the relation between formative assessment and their teaching in upper secondary school. In the study there have been five interviews with five mathematics teachers on upper secondary school and observations of their teachings. Empirical data is presented together with theory and previous research on formative assessment. Collected data indicates that participating mathematics teachers have a positive view on formative assessment even if it also is described as time consuming. It also seems as it is a wide term which clarified by the participating mathematics teachers sometimes different ways to apply it in their teaching. One of the teachers believes that formative assessment should strengthen students‟ self-esteem with positive comments like for example “well done”. At the same time there is participating teachers who emphasize formative assessment as detailed information to students about their knowledge and development.   

Place, publisher, year, edition, pages
2017. , p. 36
Keywords [en]
Formative assessment, mathematics teacher, upper secondary school, feedback, mathematics teaching, ongoing process
Keywords [sv]
Formativ bedömning, matematiklärare, gymnasiet, återkoppling, matematikundervisning, pågående process
National Category
Other Mathematics Didactics
Identifiers
URN: urn:nbn:se:lnu:diva-59939OAI: oai:DiVA.org:lnu-59939DiVA, id: diva2:1066622
Subject / course
Mathematics
Educational program
Lärarprogrammet, inriktning mot verksamhet i grundskolans senare år och gymnasiet
Supervisors
Examiners
Available from: 2017-01-19 Created: 2017-01-18 Last updated: 2017-01-19Bibliographically approved

Open Access in DiVA

fulltext(891 kB)174 downloads
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Type fulltextMimetype application/pdf

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CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf