This study is based on a qualitative research and has examined the teacher´s role in the use of manipulatives in mathematics education. Data was collected through observations and interviews. The interviews and the observations were made at a school in Stockholm county. Three teachers´ mathematics lessons were observed and they were interviewed about their role in the use of manipulatives. As main frameworks for analyzing the empirical material, were used ´the learning by doing´, ´the dynamic principle´ and ´the perceptual principle´. The results that emerged from the study show that the teacher´s role is to establish the mathematical concepts with using of manipulatives, and then the sudents througt the teacher´s presentation and guidance will be familiar with the manipulatives. It is also important that teaching with manipulatives leads to students´s ability of abstract thinking. Teachers should offer the students an opportunity to be involved in their learning and to be able to work independently. Keywords: mathematic, concretization and manipulatives
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:sh-31581 |
| Date | January 2016 |
| Creators | Raoufinia, Shaghayegh |
| Publisher | Södertörns högskola, Lärarutbildningen |
| 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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