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Lärarstudenters möte med matematik: från grundskola till högskola
University of Skövde, School of Humanities and Informatics.
University of Skövde, School of Humanities and Informatics.
2010 (Swedish)Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesisAlternative title
Student teachers’ meeting math : from elementary school to university (English)
Abstract [sv]

Alla människor bär på erfarenheter och upplevelser av olika slag. Frågan är hur våra tidigare erfarenheter påverkar oss. Studien belyser några lärarstudenters berättelser om mötet med ämnet matematik från grundskola till högskola. Studien behandlar faktorer i erhållen undervisning av betydelse för utvecklingen inom ämnet, samt hur tidigare erfarenheter kan komma att påverka den egna undervisningen i matematik. Eftersom studien inriktar sig på lärarstudenters berättelser användes en narrativ ansats med kvalitativa intervjuer som metod. Resultatet visar att matematikundervisningen i skolan har präglat lärarstudenterna på olika sätt. Några delger sina negativa erfarenheter medan andra berättar om sina positiva upplevelser. En slutsats som går att dra utifrån studien är att lärarstudenterna kan komma att påverkas av sina tidigare erfarenheter när de i framtiden skall utforma en egen undervisning. När lärarstudenterna beskriver hur de vill planera en matematikundervisning redogör de för en undervisning som skulle ha tillgodosett deras behov som elever i grundskolan. I diskussionen förs ett resonemang om hur lärande kan ske och matematikbokens betydelse i undervisningen.

Abstract [en]

Every human being carries experiences of different kinds. The question is how we are affected by our early experiences. The study highlights a few student teachers and their meeting with math from elementary school to university. The study deals with factors obtained in the education, of the importance of developments in the subject and how past experiences might affect their own teaching of mathematics. Since the study focuses on student teachers’ statements, was a narrative approach to qualitative interviewing method used. The result indicates that mathematic teaching in school has characterized the student teachers in different ways. Some communicates their negative experiences while others tell about their positive experiences. A potential conclusion of this study is that student teachers can be effected by their earlier experiences, when they are about to form an education of their own. When the student teachers describe how they form their mathematic teaching, they communicate about an education that would have seized their own needs as students in elementary school. In the discussion there is reasoning about learning and the importance of the textbook used in mathematics education.

Place, publisher, year, edition, pages
2010. , 40 p.
Keyword [en]
Culture, learning, communication, proximal development zone
Keyword [sv]
Kultur, lärande, kommunikation, proximal utvecklingszon
National Category
Pedagogical Work
Identifiers
URN: urn:nbn:se:his:diva-4899OAI: oai:DiVA.org:his-4899DiVA: diva2:418346
Subject / course
Pedagogy
Educational program
Teacher Training Programme
Uppsok
Social and Behavioural Science, Law
Supervisors
Examiners
Available from: 2011-06-27 Created: 2011-05-21 Last updated: 2011-06-27Bibliographically approved

Open Access in DiVA

fulltext(415 kB)215 downloads
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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