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Faktorer som bidrar till att kursmålen nås för elever med matematiksvårigheter
Karlstad University, Division for Educational Sciences.
2006 (Swedish)Independent thesis Basic level (professional degree), 10 points / 15 hpStudent thesisAlternative title
Factors Contributing to help Pupils with Difficulties in Mathematics to reach the Goals for the Syllabuses (English)
Abstract [en]

During my practice as a teacher trainee at an upper secondary school it became clear to me that many pupils had difficulties with mathematics. I was surprised to find that many pupils seemed to get stuck on the level of attainment for the senior level of the nine-year compulsory school. As I have not studied anything about difficulties in Mathematics during my training to become a qualified teacher, I would like to get to know more about this.

After studying research done on this subject I made the following approach to the problem:

• What fields regarding Mathematics do the pupils themselves find most difficult?

• What factors have been contributory causes to these problems?

• What are the factors that have helped pupils with difficulties in Mathematics to reach the goals for the syllabuses in Mathematics?

The answers to my questionnaire and interviews resulted in the following conclusions:

• Pupils find theory of equation and conversion of units as most difficult at senior level of the nine-year compulsory school.

• Teaching should be done in special instruction groups to give the pupil the opportunity to develop his/her skills on an individual level.

• Pupils find it hard to deal with all moments in Mathematics during the time given for each course.

• The pace for teaching Mathematics is too high according to the pupils.

• Pupils wish for instructions on a lower level.

• There is often a lack of contact between teacher and pupil.

• The teacher should use more time to help the pupil receive good self-confidence and increase the motivation for instructions in Mathematics.

Abstract [sv]

Sammanfattning

Under mina praktikperioder på gymnasiet som lärarstudent kom jag i kontakt med många elever som hade det svårt med matematiken. Jag förundrades över att många elever verkade ha fastnat på högstadiets kunskapsnivå. Då jag inte har fått någon undervisning om elever med matematiksvårigheter i min lärarutbildning, vill jag lära mig mer om detta.

Efter litteraturstudier kom jag fram till följande problemformuleringar:

• Vilka områden inom matematiken tycker eleverna själva att de har problem med?

• Vilka faktorer har bidragit till dessa problem?

• Vilka är de faktorer som har hjälpt elever med matematiksvårigheter att nå kunskapsmålen i matematik?

Som svar på mina enkät- och intervjufrågor kom jag fram till följande:

• Eleverna upplever ekvationslösning och enhetsomvandlingar som svårast på

högstadiet.

• Undervisning bör ske i särskild undervisningsgrupp, för att ge eleven möjlighet att utvecklas på sin egen nivå.

• Eleverna upplever att de inte har nog med tid för att hinna klart momenten i matematikundervisningen.

• Eleverna menar att tempot i undervisningen är för högt.

• Eleverna vill ha undervisning på en lägre nivå.

• Relationen mellan lärare och elev är ofta bristfällig.

• Läraren ska lägga mer tid på att stötta elevens självkänsla och försöka öka dennes motivation till matematikundervisningen.

Place, publisher, year, edition, pages
2006. , p. 33
Keywords [en]
Pupils with difficulties in Mathematics, factors, teacher, pupil, Mathematics
Keywords [sv]
Elever med matematiksvårigheter, faktorer, lärare, elev, matematik
National Category
Mathematics
Identifiers
URN: urn:nbn:se:kau:diva-114OAI: oai:DiVA.org:kau-114DiVA, id: diva2:4927
Presentation
2006-01-20
Uppsok
fysik/kemi/matematik
Supervisors
Examiners
Available from: 2006-04-03 Created: 2006-04-03

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