Denna studie beskriver hur en kommunal grundskola i sydvästra Indien undervisar matematik.Vår frågeställning var: Hur fungerar en indisk statlig grundskola arbetar med matematik? Vilka är lärarnas uppfattningar om skolans sätt att undervisa? För att ha möjlighet att fördjupa oss i frågorna undersökte vi även Hur lärarnas föreställningar om matematik påverkar normerna i klassrummet utifrån ramen av Yack och Cobbs normteori. Det är en kvalitativ studie där vi utförde observationer av undervisningen och intervjuer med lärare och rektorn på skolan om deras syn på matematikundervisningen, under tre veckor. Vi samlade också information om och dokumenterade deras matematikverkstad.Utifrån våra intervjuer och observationer kunde vi dra slutsatsen att samtliga på skolan arbetade med en aktivitetsbaserad undervisning där matematik lärs med hjälp av manipulativt, laborativt material. De arbetade tillsammans i ett arbetslag med en strävan att uppfylla läroplanens mål och med en gemensam arbetsmetod. Vi fann också att lärarnas värderingar och föreställningar om hur matematik ska läras ut, påverkar de normer som verkar i klassrummet.Denna studie kan inte generaliserbar eftersom detta är en fallstudie på denna skola. Dock förespråkar den indiska läroplanen att undervisningen ska ske utifrån elevnära aktiviteter, men matematikverkstaden på denna skola var speciell och utvecklad på denna skola. / For our study, we visited a Government Lower Primary School in India to inquiry about how a school in another schooling context teaches mathematics. Our research questions were: How does an Indian Government Lower Primary School work with mathematics? What are the teachers' perceptions of the school’s teaching approach? In addition to these questions and to inquire deeper into this subject, we also investigated How do the teachers’ perceptions and method of teaching connect to Yackel and Cobb’s framework of the different kinds of norms operating in the classroom?We did a qualitative study, staying at the school for three weeks to interview teachers about their method of teaching mathematics as well as observing how they were teaching mathematics and the norms that operated in the classroom. We also gathered information about their mathematics laboratory. During our interviews and observations we came to the conclusion that the school worked with activity-based learning by using manipulative materials. All teachers as well as the principal cooperatively strived to meet the curricula objectives, with the same teaching approach. We also found that the teachers’ values and beliefs about how mathematics should be taught, affect the norms operating in the classroom.This study cannot be generalised for all schools in India or even in this area. This study is a minor study which only considered one particular school which used an interesting teaching method, activity-based learning with manipulatives.

Museums and schools evolved as the definition of the concept of education to describe a lifelong process of developing knowledge, skills, values and attitudes that take place not only in the classroom, but also in a variety of formal and informal contexts and settings. In order to fulfil and extend the potential of the partnership, museum educators and school teachers should be assisted to develop a comprehensive understanding of the nature of the museum-school collaboration. They should learn the difference between museums and classrooms. When the Botswana National Museum was established in 1968, the Botswana government aspired to avail information relating to Botswana customs, indigenous knowledge system and values to Botswana‘s future citizens, with the hope that the information and artefacts collected at the time would retell the story of Botswana to learners and the public alike. The Botswana National Museum, through its educational programmes, has the capability to help educate learners; make teaching and learning an exciting undertaking; and provide the opportunities for hands-on activities and interaction with real objects. In order to address the research question posed for this study, the researcher conducted open-ended interviews with a sample comprising 40 participants: 10 teachers, 10 learners, 10 museum employees and 10 curriculum developers. The data collected from the interviews were decoded and presented in narrative form. The responses were presented using three identified categories: the curriculum development process in Botswana; the typical learner activities in the classroom and in the Botswana National Museum; and collaboration between the Botswana National Museum and schools. The data analysis revealed that the curriculum development process in Botswana was exclusively done by curriculum developers. Learners, teachers and museum employees were not involved. The Botswana National Museum‘s education programmes are not familiar to all role-players. All role-players were positive regarding a possible collaboration with the Botswana National Museum. Generic and specific recommendations were put forward to this end. / Educational Studies / D. Ed. (Didactics)

Museums and schools evolved as the definition of the concept of education to describe a lifelong process of developing knowledge, skills, values and attitudes that take place not only in the classroom, but also in a variety of formal and informal contexts and settings. In order to fulfil and extend the potential of the partnership, museum educators and school teachers should be assisted to develop a comprehensive understanding of the nature of the museum-school collaboration. They should learn the difference between museums and classrooms. When the Botswana National Museum was established in 1968, the Botswana government aspired to avail information relating to Botswana customs, indigenous knowledge system and values to Botswana‘s future citizens, with the hope that the information and artefacts collected at the time would retell the story of Botswana to learners and the public alike. The Botswana National Museum, through its educational programmes, has the capability to help educate learners; make teaching and learning an exciting undertaking; and provide the opportunities for hands-on activities and interaction with real objects. In order to address the research question posed for this study, the researcher conducted open-ended interviews with a sample comprising 40 participants: 10 teachers, 10 learners, 10 museum employees and 10 curriculum developers. The data collected from the interviews were decoded and presented in narrative form. The responses were presented using three identified categories: the curriculum development process in Botswana; the typical learner activities in the classroom and in the Botswana National Museum; and collaboration between the Botswana National Museum and schools. The data analysis revealed that the curriculum development process in Botswana was exclusively done by curriculum developers. Learners, teachers and museum employees were not involved. The Botswana National Museum‘s education programmes are not familiar to all role-players. All role-players were positive regarding a possible collaboration with the Botswana National Museum. Generic and specific recommendations were put forward to this end. / Educational Studies / D. Ed. (Didactics)

Detta examensarbete genomfördes i samarbete med K-ULF. De teoretiska ramverk som detta examensarbete vilar på är designbaserad forskning, framplockningsstrategin och aktivitetsbaserad inlärning. Det ena syftet i examensarbetet var att utforma flashcards inom matematikområdet procent. Detta för att undersöka hur matematiklärare i årskurs 9 använder dem i undervisningen för att stärka elevers begreppsförståelse och förmåga att lösa textuppgifter. Det andra syftet i detta examensarbete är att undersöka effekten av att använda flashcards på elevernas lärande. Målet med examensarbetet är att utforma en lärarhandledning utifrån lärarnas lärande av att tillämpa aktiviteterna i matematikundervisningen. Flashcards har utformats utifrån två matematiklärares behov och gäller endast inom matematikområdet procent. Utformningen av flashcards genomfördes genom en förstudie och matematiklärarna utvecklade aktiviteter med flashcards under en workshop. Effekten av att använda flashcards på elevernas lärande mättes genom att studiegruppen, som bestod av fyra klasser, delades in i två grupper. Två klasser användes som en experimentgrupp och de resterande två klasserna blev kontrollgruppen. Innan interventionen skrev både experimentgruppen och kontrollgruppen ett pre-test. Därefter genomfördes interventionen i experimentgruppen. Efter cirka 4 veckor av att använda flashcards i undervisningen skrev både experimentgruppen och kontrollgruppen ett post-test. Resultatet från pre-test och post-test sammanställdes manuellt i ett Exceldokument som senare analyserades med SPSS. I detta examensarbete genomfördes ett independent sample t-test. Eftersom p-värdet i studien var större än 0.05 så visade resultatet att det inte finns en statistisk signifikant skillnad mellan experimentgruppens och kontrollgruppens prestationer i pre-testet och post-testet. Resultatet visade även att det inte finns en signifikant skillnad mellan flickors och pojkars prestationer inom experimentgruppen i pre-testet och post-testet. Vidare visar resultatet att flashcards bör utformas sådant att sidan där begreppet är skriven bör skiljas från sidan där definitionen är skriven för att göra korten tydligare för eleverna. Båda matematiklärarna tror även på att det skulle vara mer gynnsamt för eleverna att själva skriva definitionerna än att få korten klara. Utifrån lärarnas lärande av att implementera flashcardaktiviteter så visar resultatet att antalet begrepp som eleverna arbetar med under aktiviteterna bör begränsas. Det är även viktigt att förklaringarna på korten är elevnära. / This thesis was conducted in collaboration with K-ULF. The theoretical frameworks that underpin this thesis are the design-based research, retrieval practice strategy and activity-based learning. One aim of this thesis was to design flashcards within the mathematics domain of percentages. The purpose was to investigate how mathematics teachers in grade 9 use them in their teaching to enhance students' conceptual understanding and ability to solve text problems. The second aim of this thesis is to examine the effect of using flashcards on students' learning. The objective of the thesis is to create a teacher's guide based on the teachers' learning from implementing the activities in mathematics instruction. The flashcards have been designed based on the needs of two mathematics teachers and are only valid in the area of mathematics percentages. The design of flashcards was carried out through a pre-study and the mathematics teachers developed activities with flashcards during a workshop. The effect of using flashcards on student learning was measured by dividing the study group, which consisted of four classes, into two groups. Two classes were used as an experimental group and the remaining two classes became the control group. Before the intervention, both the experimental group and the control group wrote a pre-test. The intervention was then carried out in the experimental group. After approximately 4 weeks of using flashcards in teaching, both the experimental group and the control group wrote a post-test. The results from the pre-test and post-test were compiled manually in an Excel document which was later analyzed with SPSS. In this thesis, an independent sample t-test was carried out. Since the p-value in the study was greater than 0.05, the result showed that there is no statistically significant difference between the experimental group and the control group's performance in the pre-test and post-test. The result also showed that there is no statistically significant difference between the performance of girls and boys within the experimental group in the pre-test and post-test. Furthermore, the result shows that flashcards should be designed in such a way that the side where the concept is written should be different from the side where the definition is written to make the cards clearer for the students. Both mathematics teachers also believe that it would be more beneficial for the students to write the definitions themselves than to provide ready-made cards. Based on the teachers' learning from implementing flashcard activities, the result shows that the number of concepts that the students work with during the activities should be limited. It is also important that the explanations on the cards are student-friendly.