Number sense is a basic concept within Mathematics. This basic knowledge is developed and often mastered in early compulsory school settings. The purpose of this thesis is to examine the different conceptions of mathematics teachers and students with attention difficulties in regards to the possibilities of these students to develop good number sense. The theory used to analyse this data is twofold. One perspective of it is directly connected to previous research on the topic therefore a literature overview is included in the paper. The second perspective is current research about educative methods and the field of special education. Special education and current research is discussed in relation to interdisciplinary fields of study such as Psychology and Sociology. The paper is a case study where three mathematics teachers and three students with attention difficulties participated to explain their conceptions and thoughts regarding the topic. A thematic overview was created using the collected data. The result shows that the majority of the students and the teachers believe there is a connection between difficulties in developing good number sense and attention difficulties. Both groups explain that consequences of attention difficulties often are low work input during mathematics lessons and low motivation regarding the lessons. The groups also suggested educational methods in the classroom and the approach or attitude of the teacher made a difference.
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:mau-45805 |
| Date | January 2021 |
| Creators | Wormén, Mikael |
| Publisher | Malmö universitet, Fakulteten för lärande och samhälle (LS) |
| 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 |
Page generated in 0.0021 seconds