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Att återkoppla till elever: Matematiklärares uppfattningar om hur de arbetar med feedback i sin undervisning
Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Mathematics and Computer Science (from 2013).
2018 (Swedish)Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesisAlternative title
To give feedback : Mathematics teachers’ perceptions of how they work with feedback in their teaching (English)
Abstract [en]

The purpose of this study has been to investigate how math teachers in the last three years in compulsory school and in the upper secondary school perceive how they work with feedback. Another aspect of the study was to describe the context of the feedback given by the teachers and what the teachers focus on in their feedback. In this text, feedback is defined as different ways of giving the student a way to take the learning process to the next level. The theoretical framework has been Hatties and Timperleys (2007) "model of feedback". Qualitative interview was the method chosen for this study. The interviews were semi-structured which is a method that's right in between a questionnaire and an open interview. In total, eight interviews with math teachers were conducted.

The result of the study showed that the teachers like to work with feedback, but that the time they are given isn't enough to formulate it in a, for them, satisfactory way. The teachers generally gave feedback directly to the student during the lessons which was centered around the task at hand or directed towards the student. Many of the teachers would like to see a more individualized feedback. They would also like to work more with teaching the students different strategies for feedback, in order to increase their learning.

Abstract [sv]

Syftet med denna studie har varit att undersöka hur lärare som undervisar i årskurs 7–9 och gymnasiet i ämnet matematik, uppfattar att de arbetar med feedback. Syftet har även varit att beskriva vilken nivå lärarna uppfattar att de ger feedback på, samt vad lärarna fokuserar på i sin feedback. Feedback definieras i arbetet som olika sätt att ge eleven återkoppling som för lärandet framåt. Den teoretiska utgångspunkten har varit Hattie och Timperleys (2007) ”model of feedback”. Metoden som har använts i denna studie är kvalitativ intervju. Intervjuerna utgick från en halvstrukturerad intervjuform, som ligger mellan den öppna intervjun och ett strikt frågeformulär. Totalt genomfördes åtta enskilda intervjuer med lärare som undervisar i matematik. 

Resultatet från studien visade att lärarna gärna arbetar med feedback, men att de upplever att de skulle behöva mer tid för att kunna utforma den på det sätt de skulle vilja. Lärarna gav i huvudsak feedback i stunden som var centrerad till uppgiften som eleverna arbetade med eller till eleven som person. Många av lärarna skulle gärna se en mer individualiserad feedback. De skulle även vilja arbeta mer med att lära eleverna olika strategier för feedback, för att på så vis öka deras inlärning.

Place, publisher, year, edition, pages
2018. , p. 57
Keywords [en]
Compulsory school, feedback, interview, mathematics, teacher, teaching mathematic, upper secondary school
Keywords [sv]
Feedback, gymnasiet, intervju, lärare, matematik, matematikundervisning, årskurs 7–9, återkoppling
National Category
Didactics
Identifiers
URN: urn:nbn:se:kau:diva-67604OAI: oai:DiVA.org:kau-67604DiVA, id: diva2:1217654
Subject / course
Teacher Education - Mathematics
Educational program
Secondary Education Programme: Upper-Secondary School: Mathematics (300 ECTS credits)
Supervisors
Examiners
Available from: 2018-11-07 Created: 2018-06-13 Last updated: 2018-11-07Bibliographically approved

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Type fulltextMimetype application/pdf

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