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Matematik - för skolan eller livet?: En studie om hur Matematik A anpassas till olika gymnasieprogram
University of Skövde, School of Humanities and Informatics.
2010 (Swedish)Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesisAlternative title
Mathematics - for school or for life? : A research of how the compulsory A course in Mathematics is adapted to different programmes in the upper secondary school in Sweden (English)
Abstract [sv]

Matematikundervisningen på gymnasiet ska ge eleverna kunskaper för vardagsliv och en grund för kommande arbetsliv. Lärare på en gymnasieskola har intervjuats om hur de anpassar Matematik A till olika program och vilken respons de upplever från eleverna på dessa anpassningar. Denna studie med kvalitativ ansats har utifrån intervjuerna gett en kartläggning av hur lärare anpassar undervisningen av Matematik A för olika program, både medvetet och omedvetet. Utifrån kartläggningen gjordes också en fördjupad analys för att hitta troliga bakomliggande faktorer till anpassningarna.

 

Resultatet visar att lärarna anpassar matematiken till olika program på flera sätt och nivåer. Vissa anpassningar gör lärarna medvetet, som att vinkla uppgifter, aktiviteter och genomgångar till grupper och programmål eller på individnivå med stöd, extra material och utmaningar. Lärarna verkar inte vara medvetna om att valet av lärobok troligen är den största anpassningen som görs, med avseende på både innehåll, arbetsformer och nivåreglering.

 

Några bakomliggande faktorer som hittades var bland annat att eleverna har sämre förkunskaper från grundskolan, att det finns statusskillnad mellan program och att samarbetsgraden inom program mellan matematik och karaktärsämnen varierar. Lärarna skulle vilja arbeta med aktiviteter som utvecklar en djupare matematisk förståelse eller väcker elevernas nyfikenhet, men tiden räcker inte till då den mesta tiden av undervisning i Matematik A går åt till ren färdighetsträning. På de naturvetenskapliga programmen sätts målet att samtliga ska nå de högre kursbetygen, men på de yrkesförberedande programmen siktar lärarna på att eleverna ska nå godkänt. Ju tydligare koppling det finns mellan matematik och karaktärsämnen, desto mer samarbete tycks ske med andra lärare inom programmet.

Abstract [en]

Students in the upper secondary school are supposed to learn mathematical skills for both their everyday life and their future working life. Teachers at an upper secondary school have been interviewed about their experience of adapting the compulsory A-course in Mathematics to different programs and how their students react to the adaptations. This phenomenographical research aims to map out the teachers’ conscious and subconscious adaptations of the compulsory course in Mathematics to different programs. A deeper analysis of the results was performed to try to find underlying factors to the adaptations.

 

The results show that the teachers adapt their teaching to the different programs in various ways. Some adaptations are made deliberately to areas of interest for the different programs, such as adapting examples and activities. Other deliberate adaptations are made on an individual basis, both for students who need extra help and for those who need supplementary challenging tasks. The teachers do not seem to be aware that the greatest adaptation is the choice of textbook, regarding content, level of tasks and methods of work.

 

Several underlying factors were found. For example, the science programme students are expected to get the higher grades whilst the vocational students only are expected to pass the course. Additionally, students nowadays have poorer mathematical skills from compulsory school. Therefore a lot of class-room hours have to be spent revising basic mathematics. The teachers would like to include more interesting activities to let the students develop deeper mathematical knowledge and become fascinated by the subject, but there is not enough time. The more Mathematics and the core subjects of the program relate and intersect by nature, the more the different teachers on the program cooperate across subjects.

Place, publisher, year, edition, pages
2010. , 35 p.
Keyword [en]
school, compulsory mathematics, upper secondary school, adaptation, mapping, teacher, teaching
Keyword [sv]
skola, Matematik A, gymnasiet, anpassning, kartläggning, lärare, undervisning
National Category
Pedagogical Work
Identifiers
URN: urn:nbn:se:his:diva-3658OAI: oai:DiVA.org:his-3658DiVA: diva2:292407
Presentation
(English)
Uppsok
Social and Behavioural Science, Law
Supervisors
Examiners
Available from: 2010-03-14 Created: 2010-02-06 Last updated: 2010-03-14Bibliographically approved

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