Enligt Skollagen (SFS 2010:800) har alla elever rätt till en likvärdig och meningsfull utbildning. Det innebär att varje elev, oavsett fallenhet eller svårighet i undervisning har rätt till vägledning och stimulans för att nå längre i sin kunskapsutveckling. Elever som anses starka ska få individanpassad undervisning som utmanar eleverna utifrån deras kunskaper och förutsättningar. Men finns det risker med att denna rättighet, som borde vara en självklarhet, inte uppfylls av skolors verksamhet? Denna kvalitativa intervjustudie syftar till att undersöka och ge exempel på hur rektorer och lärare stödjer starka elever i matematik utifrån skolans uppdrag och ansvar. Intervjustudien grundar sig i det sociokulturella perspektivet och utgår från frågeställningarna: Hur planerar och genomför skolor arbetet med de starka eleverna i matematik? och Hur kan lärare i F-3 arbeta för att ge starka elever i matematik ledning och stimulans att nå längre i sin kunskapsutveckling? Studien visar att skolor saknar strategier på hur lärare kan hjälpa starka elever på bästa sätt, vilket kan medföra att denna elevgrupp blir sittandes i väntan på resterande elever. Uppdraget och ansvaret att anpassa undervisningen ligger idag hos läraren, ett ansvar som borde ligga på verksamheten eller hos regeringen. Studien lyfter dock ett arbetssätt för att individanpassa undervisning för starka elever i skolans ämnen. Detta arbetssätt innefattar en accelererande och berikande undervisning där eleven även får coachning och stöd genom hela sin skolgång för att få möjlighet att utvecklas så långt som möjligt. / Abstract According to Skollagen (SFS 2010:800), every student has the right to an equal and meaningful education. It means that regardless if the students have easy to learn or have learning difficulties, they have the right of guidance and stimulation to grow in their knowledge development. Students that are considered as strong learners must receive individualized education that challenges the students based on their individual needs. The question is if this right, that should be obvious, really is fulfilled in the schools´ education? This qualitative interview study aims to investigate and give examples of how principals and teachers support strong students in mathematics based on the school's assignment and responsibilities. The interview study is based on Vygotskijs’ socio-cultural perspective and assume the questions: How do schools plan and implement the work with the strong students in mathematics? and How can teachers in F-3 work to give strong students in mathematics guidance and stimulus to reach further in their knowledge development? The study indicates that schools lack strategies on how teachers can help strong students in the optimal way, which can implicate that this group of students is held back because of the remaining students. The assignment and responsibility to adapt the teaching today lies with the teacher, a responsibility that should lie with the organization or with the government. However, the study accents a way of working to individualize teaching for strong students in school courses. This approach includes an accelerating and enriching teaching where the students also receives coaching and support through the years in primary school to have the opportunity to develop in knowledge as far as possible. Key words:

The purpose of this qualitative study is to increase the knowledge of how Montessori teachers include mathematically gifted pupils through differentiated teaching. This was accomplished through semi-structured interviews with nine Montessori teachers from all over Sweden. The teachers were asked to describe how they plan their teaching, how they execute it and to share their thoughts and attitudes regarding this part of their job.    The results show that the Montessori teachers in this study use differentiated teaching based on the Montessori principles of individualisation. They make individual lesson plans for every pupil, based on the pupil’s level of knowledge, interests and needs. These plans are made together with the pupils, who thus have an impact on their own education. As the lesson plans are put into practice the pupils get to choose what to do when, during three hour work cycles. This means there are many different activities happening at the same time in the Montessori classroom. This seems to be beneficial to mathematically gifted pupils, as they appear to be offered an education at their individual level of knowledge. They are also able to set their own work pace and thus advance at their own speed. The Montessori manipulatives are important to the teachers, but the mathematically gifted pupils are able to leave them behind quickly and instead work with more abstract mathematics.    The study also shows that the teachers consider it exceedingly important that the mathematically gifted pupils are challenged and stimulated. For that reason, the teachers do not limit the pupils’ knowledge acquisition. The pupils are allowed to advance much further than what is expected at their age. In addition, the results of this study show that the Montessori teachers view working with gifted pupils as a positive and fun challenge and they consider it important to include these pupils in their teaching, instead of letting them work on their own.    The results of this study may also suggest that Montessori schools can be beneficial to mathematically gifted pupils. / Syftet med denna kvalitativa studie är att öka kunskapen om hur montessorilärare inkluderar matematiskt särbegåvade elever genom en differentierad undervisning. Detta gjordes genom semistrukturerade intervjuer med nio montessorilärare från hela Sverige. Samtliga undervisar, eller har undervisat, i matematik i årskurs f-3 och de har alla erfarenhet av matematiskt särbegåvade elever. Montessorilärarna ombads beskriva hur de planerar sin undervisning, hur de genomför den rent praktiskt samt att reflektera kring den här aspekten av deras jobb.    Resultatet visar att montessorilärarna differentierar undervisningen utifrån montessoripedagogikens principer om individualisering. De gör i stort sett helt individuella planeringar för varje elev som baseras på individens nivå, intressen och behov. Denna planering görs tillsammans med eleverna, som alltså kan påverka sin undervisning. När undervisningen sedan omsätts i praktik görs detta under arbetspass som är tre timmar långa. Där får eleverna själva välja vad de vill arbeta med och när. Detta innebär att det pågår en mängd olika aktiviteter samtidigt. Detta tycks vara gynnsamt för de matematiskt särbegåvade eleverna, då de tycks få en undervisning på just deras nivå. De kan också själva välja arbetstempo och därmed avancera i sin takt. Montessorimaterielen har en stor plats i lärarnas undervisning, men de särbegåvade eleverna kan, enligt de intervjuade lärarna, snabbt övergå till en abstrakt matematik.   Resultatet visar också att lärarna anser att det är av stor vikt att de matematiskt särbegåvade eleverna får utmaning och stimulans och begränsar dem därför inte i deras kunskapsinhämtning. Eleverna tillåts avancera långt över sin årskurstillhörighet. Studien visar dessutom att lärarna ser de särbegåvade eleverna som en positiv och rolig utmaning och att de tycker att det är viktigt att dessa elever inkluderas i undervisningen, istället för att lämnas ensamma i sin inlärning.    Sammantaget kan studien tyda på att montessoripedagogiken kan vara gynnsam för matematiskt särbegåvade elever.

Syftet med denna studie är att bidra med kunskap om hur multimodalt lärande med lärplattan kan användas i svenskundervisningen för att skapa en differentierad undervisning som ett medel för att möta elevers behov. Syftet besvaras genom kvalitativ metod och semistrukturerade intervjuer av fem lärare som är verksamma i grundskolan F-3. Det insamlade materialet genom intervjuerna har analyserats i form av kategoriseringar, kodningar samt tolkningar. Sociokulturellt perspektiv är studiens teoretiska utgångspunkt.  I resultatet beskrivs det att lärare har olika tankar kring multimodalt lärande med lärplattan i svenskundervisning för att skapa en differentierad undervisning som medel för att möta elevers behov. Däremot har majoriteten av lärarna övervägande positiv inställning. Fördelar är att det med olika medel går att genomföra en differentierad undervisning med lärplattan genom olika applikationer. Detta i sin tur beskriver lärarna ger eleverna ökad motivation och de orkar lägga mer tid på sina texter och bearbetning av dem. De slutsatser som framgår är att lärarna ser multimodalt lärande med lärplattan i svenskundervisning för att skapa differentierad undervisning som en fördel. Däremot framgår det att det ska finnas en variation mellan digitalt och analogt arbetssätt, detta för att skapa en undervisning som når alla. / The purpose of this study is to contribute with knowledge about how multimodal learning with the learning tablet can be used in teaching in Swedish to create a differentiated teaching as a means to meet students' needs. The purpose is answered through qualitative methods and semi-structured interviews of five teachers who works in primary school F-3. The material collected through the interviews has been analyzed in the form of categorizations, coding and interpretations. Sociocultural theory is the study's theoretical starting point. In the results, it is described that teachers have different thoughts about multimodal learning with the learning tablet in Swedish teaching to create a differentiated teaching as a means to meet students' needs. However, the majority of teachers have a predominantly positive attitude. Advantages are that with different means it is possible to carry out differentiated teaching with the learning tablet through different applications. This, in turn, the teachers describe, gives the students increased motivation and they are able to spend more time on their texts and processing them. The conclusions that emerge are that the teachers see multimodal learning with the learning board in Swedish teaching to create differentiated teaching as an advantage. On the other hand, it appears that there must be a variation between digital and analogue working methods, this in order to create teaching that reaches everyone.

Thesis (MEd)--Stellenbosch University, 2014. / ENGLISH ABSTRACT: Societies are becoming more diverse and multicultural. Therefore both in South Africa and internationally, the education system must constantly be restructured to accommodate a diversity of learners; focusing on each learner’s unique learning abilities and needs. Given the benefits of differentiated teaching for effective learning, this study aimed to explore the use of differentiated teaching strategies and procedures to improve my teaching practice. Consequently, it also aimed to explore the influence that this may have on supporting the learners’ learning by focusing on their interests, readiness levels and learning preferences. This research study was based on a social constructivist perspective that views cognition, learning and instruction as intertwined. The study was embedded within a paradigm of praxis, with an action research as research design while a qualitative research methodology was employed. Purposeful sampling was used to select nine of my grade 4 learners to act as participants for the grade 4 class. Data was collected in the form of reflective drawings, a focus-group interview and accompanied activities, and a research journal. Furthermore, the data was analysed, using a thematic analysis coding scheme, to identify and interpret significant themes. The research findings indicated that the differentiated teaching strategies and procedures enhanced my grade 4 learners’ learning as they realised their own strong points and learning potential. The teaching strategies also demonstrated the potential to facilitate the development of my learners’ knowledge of their own interests and learning preferences and allowed them the incentive to develop a sense of self efficacy. In addition to this, the research process demonstrated the ability to support me in fulfilling my role as primary supporter in the learning support network and enhance my teaching practice. The information gained from this study will be used to inform my future teaching practice. I now realise the value of employing differentiated teaching strategies and procedures into my lessons, as well as the importance of reflecting on my teaching process and considering the uniqueness of each learner in my class. Additionally, teacher training institutes may benefit from the information gained from this research study, for improving teaching practice. Findings attained from this study also have the potential to inform future cycles of action research or alternatively to be used for other research within the field. / AFRIKAANSE OPSOMMING: Die samelewing raak gaandeweg meer divers en multikultureel. Die onderwysstelsel, beide in Suid-Afrika en internasionaal, moet daarom voortdurend geherstruktureer word om te verseker dat die diversiteit van leerders geakkomodeer word deur te fokus op elke leerders se unieke leervermoëns en -behoeftes. Gegewe die bewese voordele van gedifferernsieërde onderrig, het hierdie navorsingstudie gepoog om die gebruik van gedifferensieerde onderrigprosedures en strategieë vir die verbetering van my onderrigpraktyk te ondersoek. Die studie was ook daarop gemik om die invloed wat gedifferensieerde onderrigprosedures op die ondersteuning van my leerders se leerproses het, na te vors deur te fokus op hulle belangstellings, gereedheidsvlakke en leervoorkeure. Hierdie navorsingstudie is gebaseer op 'n sosiaal-konstruktivistiese leerperspektief wat kognisie, leer en onderrig as geïntegreerd beskou. Die studie het van ʼn kwalitatiewe navorsingsmetodologie gebruik gemaak en is binne 'n paradigma van praksis (‘praxis’) ingebed, met aksienavorsing as navorsingsontwerp. Doelgerigte steekproefneming is gebruik om nege van my graad 4 leerders te kies om as deelnemers namens die graad 4-klas op te tree. Data is in die vorm van leerders se reflektiewe tekeninge, 'n fokusgroep-onderhoud met bygaande aktiwiteite, en 'n navorsingsjoernaal ingesamel. Verder is die data met behulp van 'n tematiese koderingskema geanaliseer om belangrike temas te identifiseer en te interpreteer. Die navorsing het aangedui dat die gedifferensieerde onderrigprosedures en strategieë wat gebruik is, my graad 4-leerders se leerproses versterk het, aangesien hulle bewus geraak het van hulle eie sterkpunte en leerpotensiaal. Die onderrigstrategieë het ook die potensiaal getoon om die leerders se bewustheid van hulle eie belangstellings en leervoorkeure te ontwikkel, en hulle is ook toegelaat om ʼn sin van bekwaamheid te ontwikkel. Benewens hierdie aspekte, het die navorsing ook getoon hoe gedifferensieerde onderrigprosedures my kan ondersteun om my rol as primêre hulpverlener in die leerondersteuningsnetwerk te vervul en my onderrigpraktyk te verbeter. Die inligting wat met die navorsing verkry is, sal in die toekoms gebruik word om my onderwyspraktyk toe te lig. Ek besef nou die waarde daarvan om gedifferensieerde onderrigprosedures in my lesse te gebruik, asook die belangrikheid van refleksie op my onderrigproses en die inagneming van die uniekheid van elke leerder in my klas. Onderwysopleidingsinstellings kan die inligting deur hierdie navorsing verkry gebruik vir die verbetering van onderwyspraktyk. Afgesien van die bogenoemde, kan die inligting ook toekomstige siklusse van aksienavorsing toelig en met vrug vir verdere navorsing in die veld gebruik word.

Researchers conceptually recommend inquiry-based learning as a necessary means to alleviate the problems of learning but this study has embarked on practical implementation of inquiry-based facilitation and learning in Euclidean Geometry. Inquiry-based learning is student-centred. Therefore, the teaching or monitoring of inquiry-based learning in this study is referred to as inquiry-based facilitation. The null hypothesis discarded in this study explains that there is no difference between inquiry-based facilitation and traditional axiomatic approach in teaching Euclidean Geometry, that is, H0: μinquiry-based facilitation = μtraditional axiomatic approach. This study emphasises a pragmatist view that constructivism is fundamental to realism, that is, inductive inquiry supplements deductive inquiry in teaching and learning. Participants in this study comprise schools in Tshwane North district that served as experimental group and Tshwane West district schools classified as comparison group. The two districts are in the Gauteng Province of South Africa. The total number of students who participated is 166, that is, 97 students in the experimental group and 69 students in the comparison group. Convenient sampling applied and three experimental and three comparison group schools were sampled. Embedded mixed-method methodology was employed. Quantitative and qualitative methodologies are integrated in collecting data; analysis and interpretation of data. Inquiry-based-facilitation occurred in experimental group when the facilitator probed asking students to research, weigh evidence, explore, share discoveries, allow students to display authentic knowledge and skills and guiding students to apply knowledge and skills to solve problems for the classroom and for the world out of the classroom. In response to inquiry-based facilitation, students engaged in cooperative learning, exploration, self-centred and self-regulated learning in order to acquire knowledge and skills. In the comparison group, teaching progressed as usual. Quantitative data revealed that on average, participant that received intervention through inquiry-based facilitation acquired inquiry-based learning skills and improved (M= -7.773, SE= 0.7146) than those who did not receive intervention (M= -0.221, SE = 0.4429). This difference (-7.547), 95% CI (-8.08, 5.69), was significant at t (10.88), p = 0.0001, p<0.05 and represented a large effect size of 0.55. The large effect size emphasises that inquiry-based facilitation contributed significantly towards improvement in inquiry-based learning and that the framework contributed by this study can be considered as a framework of inquiry-based facilitation in Euclidean Geometry. This study has shown that the traditional axiomatic approach promotes rote learning; passive, deductive and algorithmic learning that obstructs application of knowledge in problem-solving. Therefore, this study asserts that the application of Inquiry-based facilitation to implement inquiry-based learning promotes deeper, authentic, non-algorithmic, self-regulated learning that enhances problem-solving skills in Euclidean Geometry. / Mathematics Education / Ph. D. (Mathematics, Science and Technology Education)

Abstracts in English, Sesotho and Xhosa / Through learner progression in South African primary and lower secondary public schools, many learners proceed to the Further Education and Training (FET) Phase without proficiency in English First Additional Language (EFAL), the language of learning and teaching (LoLT). Compelled by this challenge, this multiple-case study aimed to explore the lived experiences of grades 10 and 11 teachers in teaching progressed learners to enhance communication proficiency in EFAL. The study was informed by a qualitative research approach, embedded in a constructivist paradigm, guided by Vygotsky (1978) social development theory. Observations and one-on-one, semi-structured interviews were used to collect data from a sample frame of five grades 10 and 11 EFAL teachers in selected rural secondary schools and thematic analysis was used for data analysis. Findings revealed that in this era where learner diversity requires differentiated teaching that appeals to the needs of diverse learners, teachers hold on to the past training one-size-fits-all teaching methods. Consequently, teachers experience challenges related to lack of exposure to teach complex grades of able and progressed learners together. Among others, recommendations are made to policy makers that the Curriculum Assessment Policy Statement (CAPS) for EFAL be aligned with the needs of diverse learners. The EFAL teachers should also engage in a culture of reading and lifelong learning to empower themselves professionally in order to overcome challenges in the inclusive teaching of able and progressed learners who have barriers to learning the language. / Ka leano la ho fetisa baithuti leha ba sa atleha likolong tsa mathomo, le tse mahareng Africa Boroa, baithuti ba bangata ba fetela mokhahlelong oa thuto e phahameng ntle le bokhoni ba puo ea mantlha ea Senyesemane, puo ea ho ithuta le ho ruta. Ka ho susumetsoa ke qholotso ena, lipatlisiso tsena li entsoe ho hlahloba boiphihlelo ba mesuoe ea sehlopha sa leshome le leshome le motso o mong, ho ntlafatsa tsebo ea ho ruta ka Senyesemane. Boithuto bona bo ile ba etsoa ka lipatlisiso tsa boleng tse kenelletsang tataiso le khopolo ea ntšetso-pele ea sechaba ea Vygotsky (1978). Litebello le puisano tse hlophisitsoeng le mosuoe kapa mosuoetsana ka mong, li sebelisitsoe ho bokella lintlha ka ho qotsa le ho batlisisa ho mesuoe e mehlano ea puo ea mantlha likolong eleng Senyesemane. Ho khethiloe lihlopha tse bohareng le hlahlobo ea mantlha e sebelisitsoe ho shebisisa liphuputso. Se senotsoeng ke liphuputso tsena ke hore nakong eona ena eo barutoana ba hlokang thuto e ikhethang, e ipapisitseng le litlhoko tsa boiphihlelo ba bona, mesuoe e bonahala e tsitlalletse mokhoeng oa khale oa ho ruta, o nkang joalokaha eka barutuoa bohle bana le boinahano le boiphihlelo bo tšoanang. Ka lebaka leo, mesuoe e tobana le bothata ba ho ruta ka boiphihlelo baithuti ba atlehileng le ba fetisitsoeng ha ba kopa-kopane ka litsebo tse arohaneng. Mehato e nkiloeng ka boithuto bona e kenyeletsa ho eletsa baetsi ba manene-thuto hore Tokomane ea Leano la Lenane-thuto ea puo ea Senyesemane ea pele e lokele ho arabela litlhoko tsa baithuti ka bokhoni ba bona bo fapaneng, ‘me mesuoe e lokela ho ikoetlisa ho-ea-ho-ile e le ho ichorisa le ho itlhahlella thutong ea senyesemane e kenyelelitseng baithuti bohle le ba fetisitsoeng ba e-na le bothata ba puo ena. / Ngokuqhubela phambili kwabafundi kwzikolo zikarhulumente eziziiprayimari nezizezantsi ezikarhurumente, abafundi abaninzi baya kwinqanaba leMfundo ePhakamileyo noQeqesho ngaphandle kobuchule besiNgesi uLwimi lokuQala oLongezelelweyo, ulwimi lokufunda nokufundisa. Benyanzelwe ngulo mngeni, esi sifundo sinamacala amaninzi sijilise ekuhloleni amava aphilayo ootitshala beBanga le-10 nele-11 ekufundiseni abaqhubela phambili abafundi ukomeleza ubuchule bonxibelelwano kulwimi olongezelelweyo lesiNgesi. Olu phononongo lwalwaziswe ngendlela yophando olusemgangathweni, olungeniswe kwiparadise yabafundi, ekhokelwa yithiyori yophuhliso lwentlalo yaseVygotsky. Ukuqwalaselwa, udliwanondlebe olwenziwe ngamnye ngamnye eyakhelweyo, nohlalutyo lwamaxwebhu kwasetyenziswa ukuqokelela idatha kwisakhelo sesampula yootitshala abaLwimi abahlanu abakwiBanga leShumi elinanye ku-11 kwizikolo eziziisekondari ezikhethiweyo, kwaye nohlalutyo lobugcisa lwalusetyenziselwa ukuhlalutya idatha. Iziphumo zophando zibonisa ukuba ngeli xesha apho ukwahluka kwabafundi kufuna ukufundiswa okwahlukileyo okubonakalisa iimfuno zabafundi abahlukeneyo, ootitshala babambelela kuqeqesho lwangaphambili ngokweendlela zokufundiisa. Ngenxa yoko, ootitshala bafumana imiceli mingeni enxulumene nokungafikeli ekufundiseni amabanga anobunzima abafundi abakwaziyo nokuqhubela phambili kunye. Phakathi kokunye, izindululo zenziwa kubaqulunqi bomgaqo-nkqubo zokuba iNkcazo yoMgago-nkqubo woVavanyo lweKharityhulamu yolwimi lwesiNgesi oLongezelelweyo mayihambelane neemfuno zabafundi abahlukeneyo, kwaye ootitshala kufuneka bazixhobise kangangoko ukufunda ukuze bazixhobisele ukukwazi ukufundisa abantwana ngokwale mfundo iqukayo. / Curriculum and Instructional Studies / M. Ed. (Curriculum Studies)