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Finns det en progression från konkret till abstrakt i matematikundervisning?: En kvalitativ studie som undersöker hur lärare utformar sin matematikundervisning med avseende på konkreta och abstrakta arbetssätt
Mälardalen University, School of Education, Culture and Communication.
Mälardalen University, School of Education, Culture and Communication.
2020 (Swedish)Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesisAlternative title
Is there a progress from concrete to abstract in mathematics teaching? : A qualitative study that examines how teachers design their mathematics teaching with regards to concrete and abstract working methods (English)
Abstract [sv]

Studiens syfte är att undersöka lärares uppfattningar om, samt om och hur de utformar matematikundervisningens progression från, konkret till abstrakt. Detta har undersökts genom kvalitativa intervjuer med sex stycken F-3 lärare från tre olika skolor. Den data som har genererats från intervjuerna har analyserats ur ett pragmatiskt och sociokulturellt perspektiv. Resultatet visar på hur lärarna planerar och arbetar med konkreta och abstrakta strategier i sin undervisning. Studiens slutsats är att lärarna inte arbetar utifrån en tydlig progression från konkret till abstrakt. Däremot arbetar de aktivt för att skapa en varierad undervisning där konkreta och abstrakta strategier blandas i upplägget för att nå elever i deras inlärning.

Abstract [en]

The purpose of the study is to investigate teachers' perceptions of, and if and how they shape the progression of mathematics teaching from, concrete to abstract. This has been studied through qualitative interviews with six F-3 teachers from three different schools. The data generated from the interviews have been analyzed from a pragmatic and sociocultural perspective. The results show how teachers plan and work with concrete and abstract strategies in their teaching. The study concludes that the teachers do not work based on a clear progression from concrete to abstract. On the other hand, they work actively to create a varied teaching where concrete and abstract strategies are mixed in their education to develop students in their learning.

Place, publisher, year, edition, pages
2020. , p. 31
Series
LÄRARUTBILDNINGEN
Keywords [en]
education, mathematics, elementary school, concrete, abstract, planning
Keywords [sv]
undervisning, matematik, grundskola, konkret, abstrakt, planering
National Category
Mathematics
Identifiers
URN: urn:nbn:se:mdh:diva-53292OAI: oai:DiVA.org:mdh-53292DiVA, id: diva2:1524704
Subject / course
Mathematics/Applied Mathematics
Supervisors
Examiners
Available from: 2021-02-02 Created: 2021-02-01 Last updated: 2021-02-02Bibliographically approved

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Citation style
  • apa
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  • nn-NB
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  • Other locale
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Output format
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