Abstrakt Elever ska ges möjligheter att utveckla sin förtrogenhet för matematik genom att använda olika representationsformer. Eleverna ska sedan kunna visa sina kunskaper genom att resonera och beskriva hur de löser matematiska problem med hjälp av dessa representationsformer.  Syftet med denna studie är att undersöka om - och hur ett antal lärare använder laborativ matematik samt om de kan se att laborativt arbete leder till fördjupad förståelse för matematik hos eleverna.Studien utgår från teorierna learning by doing (att lära genom att göra) och scaffolding (stöttning) ur ett sociokulturellt perspektiv.De frågeställningar som studien utgår ifrån är:- Hur arbetar lärarna laborativt, vilket arbetssätt och vilket material används?- Kan lärarna se någon koppling mellan laborativt arbete och fördjupad förståelse för matematik? På vilket sätt kan de i så fall se denna koppling? För att få svar på min frågeställningar valde jag att intervjua fem lärare på olika skolor, men i samma kommun. I denna studie har jag använt semi-strukturerade intervjuer som metod för data-insamlingen. Som analysmodell använde jag kvalitativ innehållsanalys.  Slutsatsen av studien blev att de fem intervjuade lärarna använder laborativt arbete och konkreta material som ett komplement till det valda läromedlet. Resultatet visar att respondenterna främst använder konkreta material till de elever som uppvisar svårigheter.Genom att ta fram konkret material ansåg lärarna att de kunde se en fördjupad förståelse för matematik hos eleverna.

No description available.

No description available.

No description available.

No description available.

No description available.

This essay aims to study upper secondary school students' perspectives on controversial public issues (CPI). The chosen CPI for this study was criminality and integration. The purpose is broad and aims to shed light on students' interpretations, feelings and thougts about CPI as a basis for teaching. In order to create a teaching situation to support the wide purpose, a case study in the form of a teaching sequence was staged. The sequence was performed by me, the author of this essay. It was planned and executed using Victoria Williamssons CPI-model. In order to collect data to analyze the students' perspectives, a survey was handed out to the class. This essay needed to adress multiple ethical questions as I, the author, participated as both a researcher and a teacher at the same time. This is perhaps best illustrated by the decision to gather data through a survey, instead of performing interviews. Even though a qualitative interview-method could have captured the complexity of the students' perspectives, a survey allowed me to distance myself from my own students. On order to sort and analyze the survey questions, the didactical triangle (subject, student, teacher) was implemented to better understand the results. The results show that the students' understanding of the controversy varies, and that the teacher's management of group discussions is seen as important. Furthermore the students express that they appreciate practicing critical discussion wit their classmates. Three of the students admit to having xenophobic views prior to the teaching sequence and that the sequence helped them gain a more nuanced perception of Swedens's multicultural dempographic.

No description available.

This project will examine and describe to what extent Swedish physics teachers in uppersecondary school test their students on conceptual understanding within the chapter ofmechanics. To achieve this, we compared The Force Concept Inventory, a test developed tomeasure students understanding of mechanics, and a well-established digital tool calledKunskapsmatrisen. Previous studies in Physics Education Research (PER), have found that asignificant proportion of students lack understanding of the most basic concepts of mechanics.The purpose of this project is to enhance the knowledge of learning physics and contribute tothe research on to high-school students’ ability to understand different kind of concepts withinmechanics. Bloom’s taxonomy will be used as a framework for the analysis of the test itemsavailable on Kunskapsmatrisen, to determine whether they test conceptual understanding ornot. We conclude that only a small proportion of the test items available on Kunskapsmatrisenactually test conceptual understanding. Furthermore, this project also includes an English to Swedish translation of the Force Concept Inventory. Key words: Physics education research, conceptual understanding, Bloom’s taxonomy,mechanics, upper secondary school Project in didactics of physics, 15.0 credits, 2022Department of Astronomy and Physics Education Research, Uppsala University

No description available.