This study aimed to examine student and teachers’ opinion about reading comprehension in mathematics. The questions we sought to answer revolve around how students' performance is affected by whether the content is presented as routine tasks or text-based tasks. The data was collected through interviews with teachers and students in focus groups. It involved a diagnostic assessment to all participating students, followed by interviews where students discussed their views on mathematics in general and reading comprehension in particular. Through interviews with teachers, we gained insight into teaching staff's opinions regarding reading comprehension and its significance within the subject of mathematics. The work and study were based on a phenomenographic approach to point out student and teachers’ opinions and experiences regarding the importance of reading comprehension in mathematics. The study shows that most students are affected by text-based tasks and that reading comprehension has an impact. It is revealed that students perform better and achieve higher scores on sections with routine tasks compared to sections with text-based tasks, despite the mathematical content being largely similar.
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:kau-100682 |
| Date | January 2024 |
| Creators | Härd, Tobias, Gran, Ludvig |
| Publisher | Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (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 |
| Rights | info:eu-repo/semantics/openAccess |
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