PLUSSA, LÄGGA IHOP OCH ADDERA - Verb i läromedel i matematikämnet för grundskolans tidigare år

Sammanfattning: Research points at the textbook as the main source for mathematics development in the early school ages. The study enhances the concept of relational and instrumental understanding as means to address the teaching environment within textbooks. To investigate a part of the linguistic structure of this literature, this study reports on the main features that characterize the word class known as verbs due to their presence throughout a series of textbooks designed for the stages 1 to 3 in Sweden. The goal was to make common claims about frequency, tense and processes due to these verbs. By creating a specialized corpus, these verbs were catalogued and marked in comparison to two larger corpora and to GERS-levels. A process analysis was then done based on a systemic-functional linguistic tool. The results show a vast difference between the low- and the high frequency verbs. Analysis showed that present tense held the highest frequency by over 50%. Results also showed presence of the formal passive voice. Furthermore, the material processes were in a large majority in contrast to others present. Other indications of the analysis showed poor conditions for development of relational understanding in contrast to emphasis made in the national curriculum. Conclusions involve statements regarding textbook teaching methods not providing sufficient environments for language development. The characters of the verb corpus might place demands on students’ lexical knowledge and language proficiency level on forehand, which might induce a language-related knowledge barrier against the mathematical communication provided through the textbook.