Lärares syn på konkretiserad undervisning i matematik
: En kvantitativ studie med lärare i Årskurs F-3

Translated title of the thesis: Teachers' views on concretized teaching in mathematics: A quantitative study with teachers in Grades F-3
  • Mary Rose Espejon Poulsen

Student thesis: Professional degree, Advanced level

Abstract

A quantitative study was conducted where the purpose was to investigate teachers' views on the use of concretized teaching and different representations in their mathematics teaching. It was also investigated whether teachers acquire good knowledge to use the method to be able to guide and provide students with adequate mathematics teaching. The study was conducted in the form of a questionnaire survey with 37 licensed teachers who teach mathematics in year F-3. The results show that the teachers have good theoretical knowledge of the meaning of the concretized teaching and which representations they can use in concretizing mathematics. The teachers also realize the importance of the use of concretized teaching and the different representations for the students' mathematics learning. However, it appears from the results that many teachers need competence development to develop their didactic knowledge to conduct concretized teaching and various representations in their mathematics teaching.
Date of Award2021-Dec
Original languageSwedish
SupervisorÖrjan Hansson (Supervisor) & Jenny Green (Examiner)

Educational program

  • Grundlärarutbildning: förskoleklass och årskurs 1-3

University credits

  • 15 HE credits

Swedish Standard Keywords

  • Pedagogical Work (50304)

Keywords

  • Concretized teaching
  • Concretization
  • Abstract mathematics
  • Abstract mathematics to concrete mathematics
  • Representations
  • Teaching method
  • Mathematics teaching

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