Abstract The purpose of this study is to investigate how teachers and study supervisors for year 1-3 teach newly arrived students’ in mathematical word problems and their views on the students’ challenges. The method used for this study is qualitative semi-structures interviews aimed at teachers and study supervisors. The study is based upon ten interviews, six teachers and four study supervisors. The sociocultural perspective on learning is used, as this perspective is implemented in Swedish school system. The result of the study show the importance of the Swedish language for newly arrived students to be able to take on mathematical word problems. Furthermore, the result shows that the difficulties for newly arrived students lie mainly in their language skills rather than their mathematical skills. Previous research and the result of the interviews also confirm this and emphasize the importance of study guidance in the students’ native language. Keywords Word problems, socio-cultural perspective, newly arrived students, bilingual teaching
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:kau-74653 |
| Date | January 2019 |
| Creators | Ahmadi, Bahar |
| Publisher | Karlstads universitet, Institutionen för matematik och datavetenskap (from 2013) |
| Source Sets | DiVA Archive at Upsalla University |
| Language | Swedish |
| Detected Language | English |
| Type | Student thesis, info:eu-repo/semantics/bachelorThesis, text |
| Format | application/pdf, application/pdf |
| Rights | info:eu-repo/semantics/openAccess, info:eu-repo/semantics/openAccess |
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