Taluppfattning i grundsärskolan.Vad är det ett,två eller tre?

en kvalitativ studie om fem lärares beskrivningar om undervisning och bedömning

Abstract

The aim of this study is to examine how and in what contexts the teachers perform formative and summative evaluation regarding number sense within the subject of mathematics. The basis for this qualitative study is to present the result of interviews with five teachers in two schools in Sweden. How they describes and assesses number sense in their teaching to students with intellectual disabilities. The study´s prospectives are socio cultural as well as cognitivist theory about learning together early number sense in mathematics. The results show that all the teachers apply similar strategies and adaptations in planning and the lessons are based upon very individual student needs and outdoor learning supplements indoor learning. The results also show that teachers who teach students with intellectual disabilities apply any different methods to meet their student’s differences and particular needs. Some of the teachers were surprisingly uncertain as to what is to be taught and how the formative and summative evaluation should be carried out in their teaching. This uncertainty may have negative effects on students future learning. The conclusion of the research is that the five teachers that participated in the study and that teach mathematics to students with intellectual disabilities in years 4-9 have a similar way of working towards planning lessons and the different methods they use. The teachers also have similar approaches towards teaching mathematics to students with intellectual disabilities. Existing research shows learning benefits in varying the learning environments for students with intellectual disabilities.