Nivågruppering i matematik : Ur ett elevperspektiv

Sammanfattning: The question how teaching should be organized in order to give the students the help and support they need to reach their goals is always of vital interest. All students are unique individuals with different prerequisities, possibilities and needs. Streaming in mathematics could be one solution. The first week at upper secondary school a diagnostic test is carried through. Thereafter, the result is used as a basis for dividing the classes into different teaching groups. Thus, the groups working with mathematics become more homogeneous and the students’ previous knowledge is approximately at the same level. As a result of this, the teaching can be adjusted to each individual student’s needs. But what do the students think about streaming? What are the groups called? Are there differences in values and attitudes between the groups? How do other students, teachers or parents look upon streaming? Is it possible to change groups? Are the students stimulated by streaming or is it a means to facilitate for the teachers? The aim of my survey is to examine students’ opinion of mathematics at upper secondary school. The survey was implemented in a small town in Central Sweden and comprises 228 students in 13 teaching groups. My survey shows that streaming is needed in order to meet the different needs of all students. However, it should be developed to involve a greater freedom of choice during the students’ education at upper secondary school. More streamed teaching would lead to a lower pace of teaching and more suited course literature which would improve the students’ results. However, it is also very important that the teacher does not see the streamed group as homogeneous, but is aware of the students’ varying comprehension. The teacher should also have the same expectations on all students, use neutral names for the groups and value all levels alike.