Interaktion i matematiklektioners faser och arbetssätt: en observationsstudie av sex lektioner i årskurs 1-3

Sammanfattning: Swedish schools have been criticized for the traditional mathematics teaching thatcommonly occurs in classrooms, which is described as tied to textbooks and withpupils working silently on their own. This description can be seen as the opposite towhat is described as successful mathematics teaching, with variation and interactionduring the lessons. This thesis is meant to give a look into a few Swedish classroomsand to examine what kind of working activities that can be observed there, as well aspupil’s opportunities to interaction. Six observations have been made in six differentclassrooms (grade 1-3) and analyzed by a discernment of how much time is spent ineach lesson phase: opening, main activity and ending. A lesson planned by the threephases may imply a broader variation during class and with more possibilities for thepupils to interact with each other. The result of this study shows that there is a broadvariation between lessons and how the time is spent between phases.