Hur blir det problemlösning för alla i gruppen?

En kvalitativ studie om lärares föreställningar om grupparbeten i det matematiska klassrummet

Abstract

The purpose of this study is to make the beliefs of teachers in grades 1-3 visible regarding mathematical problem solving and group work within mathematical problem solving, as well as how these beliefs show in practice. The purpose is also to understand if there is a dissonance among these concepts, much like the dissonance found in previous research. Teachers’ beliefs are explored and made visible with the theoretical framework Teachers’ Beliefs as well as the use of semi-structured interviews with six teachers active in years 1-3. As a tool for the analysis the study has been inspired by Content Analysis to make teachers' beliefs visible in the form of central themes for each respective research question. The results show that the most central belief that teachers expressed about problem solving is that problem solving is open-ended tasks which can contribute to greater mental activity for the students in a social context. Another interesting find in the results is that the conversation is central within problem solving and in group work respectively since the students are expected to learn with and from each other. Aside from the social aspect, teachers also focus on creating groups based on students’ level of knowledge. Teachers’ beliefs regarding group work within problem solving are predominantly positive. Despite this, teachers see difficulties with the work method similar to those presented in previous studies.

Date of Award	2022-Jun
Original language	Swedish
Supervisor	Örjan Hansson (Supervisor) & Jenny Green (Examiner)