Kooperativt lärande i matematikundervisningen : Varför, när och hur använder lärare metoden?

Sammanfattning: The purpose of the study is to contribute knowledge about how teachers use cooperative learning in mathematics education. To achieve this purpose, the following questions have been answered: What is the purpose of teachers using cooperative learning in mathematics education? In which areas of mathematics education do teachers use cooperative structures? How do teachers use cooperative learning in mathematics education? Cooperative learning involves students interacting with each other and emphasizes that cooperative learning has its roots in sociocultural theory.    To collect data, a survey was sent to 50 principals who forwarded it to their teachers. The survey was also uploaded to a Facebook page for practicing teachers. A total of 17 teachers responded to the survey. Out of the 17 teachers, two were selected for an interview. The material was analyzed using Larsen's five steps in content analysis. The results show that teachers have different purposes for using cooperative learning in their mathematics lessons, but the majority state that the purpose is for students to learn from each other. It also emerged that teachers primarily use cooperative learning in the areas of problem-solving and number sense. The structures that teachers use the most are EPA, True or False, and Question, question, exchange. In the surveys, teachers describe using cooperative learning by having students work in pairs or groups, with a focus on conversation, reasoning, and collaboration to develop mathematical thinking.