Lässtrategier i matematikundervisningen : En studie om lärares arbete med matematiska textuppgifter

Sammanfattning: Text information is frequently found in mathematics education. For students to gain an understanding of how to handle the text tasks, a competent teacher is required to provide the students with different kinds of tools to read mathematical text problems. The purpose of this study is to gain an insight into which reading strategies teachers in grades 4-6 consider using for text assignments in mathematic teaching. The study was conducted through quantitative questionnaires and qualitative interviews. All participants were active teachers and had different experiences regarding reading strategies, which is important for how they adopt strategies and the extent to which they are used in teaching. The study is inspired by a phenomenographic approach. The results have been analyzed based on SMK, which focuses on subject knowledge skills development is of importance when teachers need too deep their knowledge. Similarly, the results are analyzed from PCK, which highlights the importance of teachers motivating students 'learning and making adjustments based on pupils' needs and conditions where alternative working practices are mandated. The results of the study show that it can often be complicated to approach and understand text tasks in mathematics since it is not only text that is to be understood. The results of the interviews show that teachers are aware of the importance of working with reading strategies in text assignments in mathematics. However, teachers do not work with the strategies to the same extent that is advocated by reciprocal teaching, transactional strategy teaching, and concept-oriented teaching models. The study shows that reading strategies can be further developed. To achieve this, teachers considered collegiate learning advantageous.