mdh.sePublications
Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
En studie ur lärarens perspektiv kring lässvaga elever i samband med textuppgifter i matematik
Mälardalen University, School of Education, Culture and Communication.
2013 (Swedish)Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
Abstract [en]

The purpose of this study was to, from the teacher's point of view; discover pupils with reading difficulties in connection with text assignments in mathematics, the teacher's support for these students, if difficulties coincide and whether it's the mathematics teacher's responsibility to make sure pupils with reading difficulties develop their reading ability. The study is based on a qualitative method and five semistructured interviews with mathematics teachers and one language support teacher.

The result shows there is a strong connection between the pupils' reading ability and their ability to manage text assignments in mathematics. A weak reading ability affects the pupil in a negative way when solving text assignments in mathematics due to wrong reading technique if the teacher is absent. It is not unusual that reading difficulties and mathematics difficulties coincide. The teacher's most important role in the learning process is to teach the pupils understanding about the reading technique in different ways and to give the pupils opportunity to get spoken texts. It is not the mathematics teacher's responsibility to make sure pupils with reading difficulties develop their reading ability, rather it's the responsibility of a specialist and professional reading- and writing support teacher.

Place, publisher, year, edition, pages
2013. , 16 p.
Keyword [en]
Text assignments, reading difficulties, teacher support, problem solving
National Category
Educational Sciences
Identifiers
URN: urn:nbn:se:mdh:diva-20338OAI: oai:DiVA.org:mdh-20338DiVA: diva2:637822
Supervisors
Examiners
Available from: 2013-08-23 Created: 2013-07-22 Last updated: 2013-08-23Bibliographically approved

Open Access in DiVA

fulltext(262 kB)160 downloads
File information
File name FULLTEXT02.pdfFile size 262 kBChecksum SHA-512
c31c12b9d0172f2d8147147cc92aab0501c8fe672b73f3efae8745d8e44a62fac06e7600a33a43e7186b471510dee85e295e44fd21dc0237743e31f32d82a89c
Type fulltextMimetype application/pdf

By organisation
School of Education, Culture and Communication
Educational Sciences

Search outside of DiVA

GoogleGoogle Scholar
Total: 160 downloads
The number of downloads is the sum of all downloads of full texts. It may include eg previous versions that are now no longer available

Total: 259 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf