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Teaching Mathematics in English to Swedish Speaking Students : The Use of Second Language Teaching Practices in the Teaching of Mathematics in English to Swedish Speaking Students in Lower Secondary SchoolBreton, Daniel January 2016 (has links)
Over 20,000 Swedish lower high school students are currently learning mathematics in English but little research has been conducted in this area. This study looks into the question of how much second language learner training teachers teaching mathematics in English to Swedish speaking students have acquired and how many of those teachers are using effective teaching practices for second language learners. The study confirms earlier findings that report few teachers receive training in second language learning but indicates that some of the teaching practices shown to be effective with second language learners are being used in some Swedish schools / Mer än 20 000 högstadiet elever i Sverige har valt att lära sig matematik på engelska, men det finns väldigt lite forskning inom området. Detta arbete granskar hur mycket utbildning i andraspråksinlärning har lärare som undervisar matematik på engelska till svensktalande elever och hur många av de undervisnings-strategier som tidigare forskning har visat att vara effektiva används numera under matematiklektionerna på engelska? Arbetet bekräftar tidigare forskning, som visar att få lärare som undervisar matematik på engelska till svensktalande elever har fått utbildning i andraspråksinlärning, men den här forskningen visar att några av de effektiva strategierna numera används under matematiklektioner i vissa skolor. / <p>Matematik</p>
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Matematikundervisning i grundsärskolan : En observationsstudie med fokus på interaktionen / Teaching mathematics in special education school : An observal study with fokus on interactionEklund Andersson, Annika January 2016 (has links)
Syftet med denna studie är att bidra med en fördjupad förståelse av och kunskap om hur interaktionen mellan en matematiklärare och en högstadieelev på grundsärskolan gestaltar sig när eleven löser problemlösningsuppgifter. Studien har ett sociokulturellt perspektiv. Studiens metod är videoinspelade klassrumsobservationer på en grundsärskolas högstadium. Studiens observationer fokuserar på interaktionen mellan läraren och en specifik elev under matematiklektionerna där fler elever varit närvarande. Frågeställningarna handlar om talutrymme, initiativtagande, hur eleven visar sin matematiska förståelse, lärarens kommunikationsanpassningar utifrån elevens matematiska förståelse och lärarens språkanvändning som ett verktyg respektive hinder för elevens matematiklärande. Studiens resultat visar att både elev och lärare bidrar till formandet av undervisningen. Eleven visar sin förståelse genom att ställa specifika matematiska frågor, att be om bekräftelse, att be om lotsning/vägledning, att vara helt tyst, att svara på ett osäkert sätt, att svara på ett säkert sätt, att instruera sig själv och att ställa nyfikna frågor. I interaktionen anpassar matematikläraren sitt kommunikationssätt efter elevens matematiska förståelse. Lärarens kommunikationssätt är att med vägledande/lotsande frågor, slutna frågor, bekräftelse, beröm och specifika matematiska frågor stödja elevens lärande i matematik. Denna studie kan bidra till att öka förståelsen för hur interaktionen mellan matematikläraren och enskild elev – i klassrummet med fler elever närvarande är en viktig undervisningsform där läraren får möjlighet att möta den enskilda eleven utifrån elevens individuella kunskaper. / The purpose of this study is to provide in-depth understanding and knowledge of interaction between math teacher and a junior high student at a special education school when the student works on problem solving tasks. The study has a socio-cultural perspective. The method for the study consists of video recorded observations from the classroom at a junior high special education school. The observations focus on interaction between the teacher and a specific student during math classes where several students are present. The questions concern the opportunity to speak, initiative, how the student shows his/hers understanding of mathematics, the teacher´s modifications of the communication based on the student´s understanding of mathematics and how the teacher´s use of the language functions of mathematics as a toll or becomes an obstacle for the student´s learning of mathematics. The student results shows his/her understanding by asking open questions, requesting confirmation, asking for guidance, remaining totally quiet, answering in an insecure or a confident manner, instructing himself/herself an being curious. The math teacher adjusts his/her mode of communication to the student´s understanding of mathematics during the interaction. The teacher´s mode of communication is to support the student´s learning of mathematics through guiding questions, closed questions, confirmation, praise and specific math questions. This study can contribute to an increased understanding of how the interaction between the math teacher and a single student – with several students present in the classroom – provides an important form of teaching where the teacher has an opportunity to approach the single student baser on that student´s individual knowledge.
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A Case Study of Four Latina/o Pre-Service Teachers in Learning to Teach Mathematics for Understanding and Integrate a Child's Out-of-School Mathematical Knowledge and ExperiencesKalinec-Craig, Crystal Anne January 2012 (has links)
This dissertation study examines the experiences of four Latina/o pre-service teachers (PSTs) as they learn about teaching mathematics for understanding (TM4U) and integrating a child's out-of-school mathematical knowledge and experiences during instruction. Studying the knowledge and experiences of Latina/o PSTs is necessary because PSTs from minoritized backgrounds have particular insights about teaching diverse students that can inform the learning experiences of other PSTs. This study investigates the prior experiences and beliefs about mathematics instruction the Latina/o PSTs (and those from minoritized backgrounds) bring as they begin their mathematics methods semester and how they leverage their experiences as they learn to teach mathematics to diverse students. Teaching mathematics for understanding is one way that teachers can support children's understanding of mathematics (Kilpatrick et al 2001). Teachers who integrate children's out-of-school mathematical knowledge and experiences in their practice draws upon multiple existing frameworks--the basic premise being that children come to school with mathematical knowledge and experiences that helps them learn mathematics in school (Gonzalez, Andrade, Civil, & Moll, 2001; Greer, Mukhopadhyay, Powell, & Nelson-Barber, 2009). My study looks at the experiences of Latina/o PSTs as they learn to help children leverage their out-of-school knowledge and experiences to understand mathematics. Data sources included four individual interviews, relevant methods assignments and audio transcripts from methods course discussions, and observational notes from the PSTs' field experience classrooms. The study found that PSTs leveraged their prior experiences as English Language Learners to support linguistically diverse children learn mathematics. Based on their prior experiences, some of the PSTs were more sensitive to the needs of marginalized children learning mathematics. The study found that the PSTs leveraged their experiences as diverse learners to think about the ways teachers could connect in-school mathematics to children's out-of-school mathematical knowledge and experiences. Yet the findings suggest that PSTs still need more experience articulating how exactly children's out-of-school experiences can help children understand mathematics. Implications of this study speak to how the beliefs and prior experiences of PSTs from minoritized backgrounds can inform how future teachers are prepared to teach mathematics to diverse students.
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Contributing to develop contributions : - a metaphor for teaching in the reform mathematics classroomEckert, Andreas January 2017 (has links)
This thesis aims at contributing to the theoretical research discourse on teaching mathematics. More precise, to explore a teacher’s role and actions while negotiating meaning of mathematical objects in discursive transformative practices in mathematics. The focus is to highlight the teacher as an active contributor to the classroom mathematical discourse, having an important role in shaping the mathematics. At the same time, the teacher is acknowledged as an individual who learns and develops as a lesson and semester progress. Three research papers illustrate the state, at that time, of an inductive analysis of three teachers, teaching a series of lessons based on probability theory at two Swedish primary schools. The teachers worked together with the students to explore an unknown sample space, made up out of an opaque bottle with coloured marbles within that showed one marble at each turn of the bottle. They had to construct mathematical tools together to help them solve the mystery. The analysis focused on teacher–student interactions during this exploration, revealing complex connections in the process of teaching. The three papers presented the development of a theoretical framework named Contributing to Develop Contributions (CDC). The frameworks’ fundamental idea is that teachers learn as they teach, using the teaching metaphor learning to develop learning. That metaphor was developed, in light of the ongoing empirical analysis, into CDC by drawing on a theoretical idea that learning can be viewed as contributing to the collaborative meaning making in the classroom. Teaching and teacher learning are described and understood as reflexive processes in relation to in-the-moment teacher-student interaction. Contributing to develop contributions consists of three different ways of contributing. The analytical categories illustrate how students’ opportunities to contribute to the negotiation of mathematical meaning are closely linked to teachers’ different ways of contributing. The different ways are Contributing one’s own interpretations of mathematical objects, Contributing with others’ interpretations of mathematical objects, and Contributing by eliciting contributions. Each way of contributing was found to have the attributes Transparency, Role-taking and Authority. Together, these six categories show teacher– student interaction as a complex dynamical system where they draw on each other and together negotiate meaning of mathematical objects in the classroom. This thesis reveals how the teaching process can be viewed in terms of learning on different levels. Learning as thought of in terms of contributing to the negotiation of meaning in the moment-to-moment interaction in the classroom. By contributing you influence the collective’s understanding as well as your own. A teacher exercises and develops ways of contributing to the negotiation of meaning of mathematical objects, in order to develop students’ contributions. In a wider perspective, the analysis showed development over time in terms of transformation. The teachers were found to have transformed their understanding of classroom situations in light of the present interactions. Contributing to the negotiation of meaning in the classroom was understood as a process in such transformation, in the ever ongoing becoming of a mathematics teacher.
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A rela??o professor-aluno: contribui??es para o ensino da matem?tica / Teacher-student relationship: contributions for teaching mathematics.Ortenzi, Alexandre 16 June 2006 (has links)
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Previous issue date: 2006-06-16 / This study follows the line of research University, Teaching and Teacher Training . With the objective of investigating the teacher-student relationship, we considered the diverse aspects that permeate this relationship in the area of Mathematics. In order to understand how this relationship was constructed, concepts about teaching Mathematics were studied with the intention of helping comprehend the actual moment and treatment of the principal aspects inherent to the teacher-student relationship. The participants in the study were four teachers of fundamental and middle education and twenty future teachers who are concluding Teacher Training in Mathematics. They responded to a questionnaire containing open and closed questions relative to various aspects that make up the teacher-student relationship. The comments of the teachers and future teachers emphasize related aspects and describe the importance of the theme for the activity of teaching. Results of the study emphasized aspects like discipline, affectivity, the authority of the teacher and the ensemble of technical and pedagogical knowledge of the teacher for the teacher-student relationship. The study further revealed the importance of the theme for the work of the teacher and also the need for this to be worked on in teacher training and continued education of teachers, principally in the area of Mathematics. / Este estudo est? vinculado ? linha de pesquisa, Universidade, Doc?ncia e Forma??o de Professores. Seu objetivo ?, investigar a rela??o professor-aluno, considerando os diversos aspectos que permeiam esta rela??o tendo por base a ?rea de matem?tica. Para o entendimento de como esta rela??o foi constru?da, foram estudadas concep??es de ensino da Matem?tica, visando auxiliar a compreens?o do momento atual e tratados os principais aspectos inerentes ? rela??o professor-aluno. Participaram da pesquisa quatro professores em atua??o nos ensinos fundamental e m?dio e vinte futuros professores, alunos concluintes de um curso de Licenciatura em Matem?tica, que responderam a um question?rio contendo quest?es abertas e fechadas relativas aos diversos aspectos que comp?em a rela??o professor-aluno. As falas dos professores e futuros professores enfatizam os aspectos relacionados e descrevem a import?ncia do tema para a atividade docente, destacando a disciplina, a afetividade, a autoridade do professor e o conjunto dos conhecimentos t?cnico e pedag?gico do professor para a rela??o professor-aluno. A pesquisa revelou, ainda, a import?ncia do tema para o trabalho do professor e, tamb?m, a necessidade deste ser mais explorado nas licenciaturas e na forma??o cont?nua dos professores, principalmente na ?rea de Matem?tica.
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ORGANIZAÇÃO DO PROCESSO DE ENSINO DO CONCEITO DE NÚMERO NOS ANOS INICIAIS DO ENSINO FUNDAMENTAL: UMA ANÁLISE HISTÓRICO-CULTURALGuimarães, Márcia Amélia 10 August 2018 (has links)
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Previous issue date: 2018-08-10 / The organization of the number concept teaching process in the initial years of elementary
school is the theme of this research based on Davydov theories about the Historical-Cultural
Theory and the Developmental Teaching Theory. The school and the teaching in these
fundamentals are considered essential for the integral development of the personality
(cognitive, affective, moral) and means of the psychological neoformations enlargement that
lead to the child’s mental development. The school emphasizes the teacher’s professional
performance as a fundamental condition in the organization of the teaching and learning
process in order to assure students the appropriation of the fundamentals theoretical
knowledge for the students development and its confrontation with awareness of individual
and collective needs. This allows us to retake Vygotsky (2007)’s thesis to which properly
organized learning leads to the students' mental development. The problem that was tried to
clarify was how the teacher who teaches mathematics in the initial years of Elementary
School organizes the process of teaching the concept of number.Using the theoretical
framework of Historical-Cultural Theory and Developmental Theory the research aimed to
understand the peculiarities teaching organization of the number’s concept in the initial years
in order to contribute with the teachers in their teaching performance; to apprehend the
teachers' understanding of the number’s concept; to analyze the organization of the teaching
process of the number’s concept in the initial years; to detail knowledge about the
formulations of Vygotsky’s Cultural Historical Theory and Davydov Developmental
Teaching Theory in order to guide the methodological proposals for the teaching number’s
concept. To investigate the problem were realized the bibliographic research and field
research. The bibliographical research was done during 2010 to 2016 focused on the
organization of the teaching process of the number’ concept in the initial years. The field
research involved two municipal schools in Goianira (Go) with effective teachers who worked
mathematics teaching in the initial years. The data collection included interviews with
teachers and observations of its math classes. For the collected data analysis categories were
delineated: the number’s concept expressed by the teachers; the organization of teaching
number’s concept by the teachers of the initial years; the tasks proposed by the teachers and
the tasks proposed by Davydov. The results achieved revealed an understanding on the part of
the teachers that the number’s concept is everything related directly to the quantity given by
discrete objects (like sticks, strawberries, illustrations in sets), that is, focuses on the natural
number, whose actions and teaching methodologies remain focused on the sensorial concrete.
It is consistent with the traditional fundamentals of the formal logic without ascension to the
concrete thought that is the foundations of dialectical logic. Finally, it is understood that in the
Davydov theories the actions and tasks carried out in the study activity of the number’s
concept make it possible to overcome the organization way of the teaching process in the
researched reality. / A organização do processo de ensino do conceito de número nos anos iniciais do Ensino
Fundamental é o tema desta pesquisa fundamentada na Teoria Histórico-Cultural e na Teoria
do Ensino Desenvolvimental proposto por Davidov. A escola e o ensino nestes fundamentos
são considerados essenciais para o desenvolvimento integral da personalidade (cognitivo,
afetivo, moral) e meio de ampliação das neoformações psicológicas que conduzem ao
desenvolvimento mental da criança. Na escola, destaca-se a atuação profissional do professor
como condição indispensável para a organização do processo de ensino e aprendizagem, no
sentido de assegurar aos estudantes a apropriação dos conhecimentos teóricos fundamentais
para o desenvolvimento e enfrentamento com consciência das necessidades individuais e
coletivas. Isso permite retomar a tese de Vigotski (2007) na qual o aprendizado
adequadamente organizado leva ao desenvolvimento mental dos estudantes. O problema que
se buscou esclarecer foi como o professor que ensina matemática nos anos iniciais do Ensino
Fundamental organiza o processo de ensino do conceito de número. Utilizando-se do
referencial teórico da Teoria Histórico-Cultural e da Teoria do Ensino Desenvolvimental, a
pesquisa buscou como objetivos: compreender as peculiaridades da organização do processo
de ensino do conceito de número nos anos iniciais, a fim de contribuir com os professores no
desenvolvimento do seu trabalho; apreender o entendimento das professoras sobre o conceito
de número; analisar a organização do processo de ensino do conceito de número nos anos
iniciais; aprofundar nos conhecimentos acerca das formulações da teoria histórico-cultural,
criada por Vigotski e, da Teoria do Ensino desenvolvimental, formulada por Davydov, no
sentido de orientar a proposta metodológica para o ensino do conceito de número. Para
investigar o problema, foram realizadas a pesquisa bibliográfica e a pesquisa de campo. A
pesquisa bibliográfica contemplou o período de 2010 a 2016 com foco na organização do
processo de ensino do conceito de número nos anos iniciais. A pesquisa de campo envolveu
duas escolas municipais de Goianira (Go), realizou-se com professoras efetivas que atuam nos
anos iniciais no ensino da matemática. A coleta de dados incluiu entrevistas com as
professoras e observações das aulas de matemática. Para análise dos dados foram delineadas
as categorias de conteúdo: o conceito de número pelas professoras; a organização do ensino
do conceito de número pelas professoras dos anos iniciais; as tarefas propostas pelas
professoras e explicação na proposição davidoviana. Os resultados obtidos revelaram uma
compreensão por parte das professoras de que o conceito de número é tudo aquilo relacionado
diretamente à quantidade dada por objetos discretos (palitinhos, canudinhos, ilustrações em
conjuntos), centra-se no número natural, cujas ações e metodologias de ensino permanecem
voltadas ao concreto sensorial condizentes com os fundamentos da lógica formal tradicional,
sem ascensão ao concreto pensado, ou seja, aos fundamentos da lógica dialética. Por fim,
compreende-se que na proposição davidoviana, as ações e tarefas realizadas na atividade de
estudo do conceito de número apontam os caminhos à superação do modo da organização do
processo de ensino na realidade pesquisada.
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Use of the ritual metaphor to describe the practice and acquisition of mathematical knowledgeLee, Oon Teik January 2007 (has links)
This study establishes a framework for the practice and the acquisition of mathematical knowledge. The natures of mathematics and rituals/ritual-like activities are examined compared and contrasted. Using a four-fold typology of core features, surface features, content features and functions of mathematics it is established that the nature of mathematics, its practice and the acquisition is typologically similar to that of rituals/ ritual-like activities. The practice of mathematics and its acquisition can hence be metaphorically compared to that of rituals/ritual-like activities and be enriched by the latter. A case study was conducted using the ritual metaphor at two levels to introduce and teach a topic within the current year eleven West Australian Geometry and Trigonometry course. In the first level, instructional materials were written using a ritual-like mentor-exemplar, exposition, replicate and extrapolate model (through the use of specially organised examples and exercises) based on the approaches of several mathematics text book authors as they attempted to introduce a topic new to the West Australian mathematics curriculum. / In the second level, the classroom instruction was organised using a ritual-like pattern with direct exemplar mentoring and exposition by the teacher followed by replication and extrapolation from the students. Embedded within this ritual-like process was the personal (and communal) engagement with each student vis-a-vis the establishment of the relationships between the referent concepts, procedures and skills. This resulted in the emergence of solution behaviours appropriate to specific tasks imitating and extrapolating the mentored solution behaviours of the teacher. In determining the extent to which the instruction, mentoring and acquisition was successful, each student's solution 'behaviour was compared "topographically" with the expected solution behaviour for the task at various critical points to determine the degree of congruence. Marks were allocated for congruence (or removed for incongruence), hence a percentage of congruence was established. The ritual-like model for the teaching and acquisition of mathematical knowledge required agreement with all stake-holders as to the purpose of the activity, expert knowledge on the part of the teacher, and within a classroom context requires students to possess similar levels of prerequisite mathematical knowledge. / This agreement and the presence of an expert practitioner, provides the affirmation and security that is inherent in the practice of rituals. The study concluded that there is evidence to suggest that some aspects of mathematical ability are wired into the cognitive structures of human beings providing support to the hypothesis that some aspects of mathematics are discovered rather than created. The physical origin of mathematical abilities and activities was one of the factors used in this study to establish an isomorphism between the nature and practice of mathematics with that of rituals. This isomorphism provides the teaching and learning of mathematics with a more robust framework that is more attuned to the social nature of human beings. The ritual metaphor for the teaching and learning of mathematics can then be used as a framework to determine the relative adequacies of mathematics curricula, mathematics textbooks and teaching approaches.
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Matematikboken – betydelse och kvalité : En studie av matematikbokens betydelse för elevers resultat i matematik samt utvärdering av matematikböckers kvalitéSundholm, Anders January 2008 (has links)
<p>Det verkar råda stor konsensus om att matematikundervisningen är viktig för att Sverige skall kunna hävda sig och kunna konkurrera i en global värld. Samtidigt visar det sig att eleverna i allt större utsträckning har svårt att nå målen för undervisningen. En undervisning, som forskningen visar, är hårt styrd av den matematikbok som används.</p><p>I Finland har det visat sig att vilken lärobok som används i undervisningen får statistiskt signifikanta konsekvenser för elevernas resultat. I uppsatsen undersöks om samma statistiskt signifikanta samband även föreligger i Sverige. 149 skolor omfattande 13 408 elever ingår i den statistiska kvantitativa studien. Till skillnad från i Finland pekar resultaten på att det inte går att dra någon slutsats om samband mellan använd lärobok och elevernas resultat. En förklaring till att det inte går att påvisa någon skillnad kan vara att de två helt dominerande matematikböckerna i årskurs 9, i en kvalitativ utvärdering bedöms som likvärdiga.</p><p>För att göra den kvalitativa utvärderingen av matematikböckerna används en metod utvecklad av The American Association for the Advancement of Science, AAAS, i USA. I uppsatsen visas att metoden är tillämpbar i Sverige och kan fungera som det ”instrument för att bedöma läromedels kvalitet utifrån målen att sträva mot i grundskola och gymnasieskola samt motsvarande mål för annan matematikutbildning” som matematikdelegationen efterlyser (SOU 2004:97).</p><p>Den föreslagna metoden används för att granska de två dominerande matematikböckerna i årskurs 9, Matematikboken Z och Matte Direkt. Den begränsade granskningen visar att de båda böckerna är likvärdiga, men framförallt att de har samma svagheter. Båda böckerna får låga betyg i kategorierna ”Building on Student Ideas about Mathematics” och ”Enhancing the Mathematics Learning Environment”. Något som kan få negativa konsekvenser för elevernas inlärning och för sättet som undervisningen bedrivs på.</p> / <p>Education in mathematics is considered important for Sweden to be able to compete in a global world where knowledge and information is imperative. However, mathematics results are decreasing and students often fail to reach the stipulated educational goals.</p><p>Research shows that in mathematics, what is taught and how it is taught is very dependent on the textbook used. In Finland, it has been concluded that there is a statistically significant difference in students´ results depending on which textbook is used. The objective of this thesis is to evaluate if the same is true in Sweden, i.e. is there a statistically significant difference in students’ results in mathematics depending on which textbook is used in Swedish schools? The evaluation is based on responses from 149 schools comprising 13 408 students. The study indicates that the textbook used does not affect the outcome. One explanation is that when assessing the quality of the two textbooks most commonly used in Swedish schools they can be considered equivalent.</p><p>Since textbooks in mathematics have a large influence on what is taught and how it is taught it is important to be able to assess the quality of the textbooks. The thesis demonstrates that a method for assessing textbooks in mathematics, developed by the American Association for the Advancement of Science, AAAS, can be used in Sweden. The method would be appropriate as the tool the “Matematikdelegationen” (SOU 2004:97) is requesting for evaluation of the quality of textbooks in mathematics.</p><p>Following the method stipulated by the AAAS, a limited evaluation is made of the two textbooks that dominate in Swedish schools in year 9, Matematikboken Z and Matte Direkt. It is striking that both books perform poorly in the same areas, Building on Student Ideas about Mathematics and Enhancing the Mathematics Learning Environment. This can have a negative impact on the pupils´ ability to learn mathematics and might also have a negative effect on the way mathematics is taught.</p>
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Matematiskt resonemang på högstadiet : En studie av vilka strategier högstadieelever väljer vid matematiska resonemangsföringar / Mathematical reasoning in the secondary school : A study of pupils’ choice of strategies when reasoning mathematicallyEfimova Hagsröm, Inga January 2010 (has links)
Arbetets syfte är att undersöka hur högstadieelever för matematiskt resonemang. De frågeställningar som studien inriktas på är vilka lösningsstrategier elever väljer då de resonerar matematiskt såväl som vad det finns för skillnader och likheter mellan de yngre elevernas lösningar och de äldre elevernas lösningar. Undersökningen genomfördes i två klasser, den ena i årskurs 8 och den andra i årskurs 9, på en grundskola. Eleverna fick lösa uppgifter, vilka uppmanade dem att föra matematiskt resonemang, individuellt. Resultatet av studien visar att majoriteten av undersökta elever har valt att resonera deduktivt. Jämförelsen av elevers lösningar i två årskurser visar att årskurs 9 elevers resonemangsföring präglas av större förtrogenhet med den algebraiska demonstrationen. Resultatet visar även att elever med högre kunskaper om algebra oftare visar benägenheter till att vidaregeneralisera de givna påståendena. / The purpose of this study is to examine secondary school students’ strategies of reasoning. The study inquires into which strategies students choose when reasoning mathematically as well as differences and similarities between the younger students’ solutions and the older students’ solutions. The study was conducted in two classes, in years 8 and 9 respectively, at a secondary school. The students were asked to solve tasks, which encouraged them to reason mathematically, on individual basis. The study revealed that the majority of students had chosen to reason deductively. The comparison of students’ presented answers in two years showed that the ninth-graders’ solutions are characterized of greater skill when it comes to algebraic demonstrations. The results of the study also reveal that students with stronger algebraic abilities attempt more often to generalize the given mathematical statements further.
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Matematikboken – betydelse och kvalité : En studie av matematikbokens betydelse för elevers resultat i matematik samt utvärdering av matematikböckers kvalitéSundholm, Anders January 2008 (has links)
Det verkar råda stor konsensus om att matematikundervisningen är viktig för att Sverige skall kunna hävda sig och kunna konkurrera i en global värld. Samtidigt visar det sig att eleverna i allt större utsträckning har svårt att nå målen för undervisningen. En undervisning, som forskningen visar, är hårt styrd av den matematikbok som används. I Finland har det visat sig att vilken lärobok som används i undervisningen får statistiskt signifikanta konsekvenser för elevernas resultat. I uppsatsen undersöks om samma statistiskt signifikanta samband även föreligger i Sverige. 149 skolor omfattande 13 408 elever ingår i den statistiska kvantitativa studien. Till skillnad från i Finland pekar resultaten på att det inte går att dra någon slutsats om samband mellan använd lärobok och elevernas resultat. En förklaring till att det inte går att påvisa någon skillnad kan vara att de två helt dominerande matematikböckerna i årskurs 9, i en kvalitativ utvärdering bedöms som likvärdiga. För att göra den kvalitativa utvärderingen av matematikböckerna används en metod utvecklad av The American Association for the Advancement of Science, AAAS, i USA. I uppsatsen visas att metoden är tillämpbar i Sverige och kan fungera som det ”instrument för att bedöma läromedels kvalitet utifrån målen att sträva mot i grundskola och gymnasieskola samt motsvarande mål för annan matematikutbildning” som matematikdelegationen efterlyser (SOU 2004:97). Den föreslagna metoden används för att granska de två dominerande matematikböckerna i årskurs 9, Matematikboken Z och Matte Direkt. Den begränsade granskningen visar att de båda böckerna är likvärdiga, men framförallt att de har samma svagheter. Båda böckerna får låga betyg i kategorierna ”Building on Student Ideas about Mathematics” och ”Enhancing the Mathematics Learning Environment”. Något som kan få negativa konsekvenser för elevernas inlärning och för sättet som undervisningen bedrivs på. / Education in mathematics is considered important for Sweden to be able to compete in a global world where knowledge and information is imperative. However, mathematics results are decreasing and students often fail to reach the stipulated educational goals. Research shows that in mathematics, what is taught and how it is taught is very dependent on the textbook used. In Finland, it has been concluded that there is a statistically significant difference in students´ results depending on which textbook is used. The objective of this thesis is to evaluate if the same is true in Sweden, i.e. is there a statistically significant difference in students’ results in mathematics depending on which textbook is used in Swedish schools? The evaluation is based on responses from 149 schools comprising 13 408 students. The study indicates that the textbook used does not affect the outcome. One explanation is that when assessing the quality of the two textbooks most commonly used in Swedish schools they can be considered equivalent. Since textbooks in mathematics have a large influence on what is taught and how it is taught it is important to be able to assess the quality of the textbooks. The thesis demonstrates that a method for assessing textbooks in mathematics, developed by the American Association for the Advancement of Science, AAAS, can be used in Sweden. The method would be appropriate as the tool the “Matematikdelegationen” (SOU 2004:97) is requesting for evaluation of the quality of textbooks in mathematics. Following the method stipulated by the AAAS, a limited evaluation is made of the two textbooks that dominate in Swedish schools in year 9, Matematikboken Z and Matte Direkt. It is striking that both books perform poorly in the same areas, Building on Student Ideas about Mathematics and Enhancing the Mathematics Learning Environment. This can have a negative impact on the pupils´ ability to learn mathematics and might also have a negative effect on the way mathematics is taught.
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