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Nivågruppering i matematik: Ur ett elevperspektiv
Karlstad University, Faculty of Technology and Science.
2006 (Swedish)Independent thesis Basic level (professional degree), 10 points / 15 hpStudent thesis
Abstract [en]

The question how teaching should be organized in order to give the students the help and support they need to reach their goals is always of vital interest. All students are unique individuals with different prerequisities, possibilities and needs. Streaming in mathematics could be one solution.

The first week at upper secondary school a diagnostic test is carried through. Thereafter, the result is used as a basis for dividing the classes into different teaching groups. Thus, the groups working with mathematics become more homogeneous and the students’ previous knowledge is approximately at the same level. As a result of this, the teaching can be adjusted to each individual student’s needs.

But what do the students think about streaming? What are the groups called? Are there differences in values and attitudes between the groups? How do other students, teachers or parents look upon streaming? Is it possible to change groups? Are the students stimulated by streaming or is it a means to facilitate for the teachers? The aim of my survey is to examine students’ opinion of mathematics at upper secondary school. The survey was implemented in a small town in Central Sweden and comprises 228 students in 13 teaching groups.

My survey shows that streaming is needed in order to meet the different needs of all students. However, it should be developed to involve a greater freedom of choice during the students’ education at upper secondary school. More streamed teaching would lead to a lower pace of teaching and more suited course literature which would improve the students’ results. However, it is also very important that the teacher does not see the streamed group as homogeneous, but is aware of the students’ varying comprehension. The teacher should also have the same expectations on all students, use neutral names for the groups and value all levels alike.

Abstract [sv]

Det har länge diskuterats hur undervisningen bäst ska utformas för att ge eleverna den hjälp och det stöd de behöver för att nå sina mål. Alla elever är unika individer, med olika förutsättningar, möjligheter och behov. Nivågruppindelning i matematik kan vara en lösning. Första veckan på gymnasiet görs ett diagnostiskt prov. Resultatet använder lärarna sedan som underlag för klassernas indelning i olika undervisningsgrupper. Matematikgrupperna antas då vara mer homogena där elevernas förkunskaper är ungefär på samma nivå. Undervisningen kan då bättre anpassas för var enskild elevs behov.

Men hur uppfattar eleverna nivågruppindelningen? Hur benämns grupperna? Förekommer det värderingar eller attitydskillnader mellan grupperna, från andra elever, lärare eller föräldrar? Går det att byta grupp? Stimuleras eleverna av gruppindelningen, eller är den mest till för lärarna? Syftet med det här arbetet är att undersöka elevers uppfattning i matematik på gymnasiet. Undersökningen gjordes i en mindre mellansvensk stad, och omfattade 228 elever i 13 undervisningsgrupper.

Nivågrupperingar behövs i skolan för att möta elevers olika behov, men bör utvecklas till större valfrihet av grupptillhörighet under gymnasietiden. Mer differentierad undervisning, ge möjlighet till lägre undervisningstempo och anpassad kurslitteratur, skulle höja elevernas resultat. Men det är också viktigt att läraren inte ser den nivåindelade gruppen som homogen, utan räknar med varierad förståelse, har lika förväntningar på alla elever, använder oladdade benämningar till grupperna samt värderar alla nivåer lika högt.

Place, publisher, year, edition, pages
2006. , p. 46
Keywords [sv]
matematik, nivågruppering, nivåindelning, differentiering
National Category
Mathematics
Identifiers
URN: urn:nbn:se:kau:diva-528OAI: oai:DiVA.org:kau-528DiVA, id: diva2:6202
Presentation
2006-06-02
Uppsok
fysik/kemi/matematik
Supervisors
Examiners
Available from: 2007-01-22 Created: 2007-01-22

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