Individanpassad matematikundervisning-hur funkar det? : En kvalitativ studie om matematiklärares handledning och tankar om begreppet individanpassning med fokus på området funktioner

Detta är en Uppsats för yrkesexamina på avancerad nivå från Linnéuniversitetet/Institutionen för matematik (MA); Linnéuniversitetet/Institutionen för matematik (MA)

Sammanfattning: The aim of this essay is to study how teachers in mathematics in upper-secondary school think about the concept of individualized teaching and their way of tutoring students in a classroom environment. The study focuses on the area of functions. To answer the aim of the study two different qualitative methods are used, namely interview and observation. Three teachers have been interviewed and one lesson per teacher has been observed. The data has been divided into three categories to systematically present, analyse and discuss examples relevant to the aim of the study. Theoretically important concepts are used to analyse the material, for example zone of potential construction, scaffolding and the knowledge quartet. All of the teachers use some kind of conversation to be aware of what kind of individualized teaching their students need. They claim that most of the individualized teaching happens when they tutor the students one-to-one and they have a lot of different methods to do this. All teachers describe time as a factor preventing them from individualizing their teaching as much as they would like.

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