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Åtgärdsprogram - till vilken nytta?: En studie i hur det skriftliga åtgärdsprogrammet bidrar i arbetet med elever i matematiksvårigheter.
Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
2009 (Swedish)Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesis
Abstract [en]

Abstract

All students in the Swedish elementary school that do not reach the educational objectives in mathematics have a legal right to receive support in order to reach these objectives. An action plan shall be created, where it should be visible what supportive measures the student is given to reach the objectives. The purpose of our final thesis is to investigate how the action plan can contribute to the work with students that experience difficulties within mathematics.

The study is performed on 7-9th grade schools, and the empirical material is gathered through reading of hundreds of action plans, observations, and interviews of students, teachers, remedial teachers and headmasters. The theoretical frame used is hermeneutics, constructivism and perspective on special education.

The result of the study is that action plans do play an important role in the work with students that experience difficulties within mathematics, but the quality of the programs seems to vary. Some action plans are clearly stated, contain tangible actions, both on individual as well as on a group level, that help the student in their learning, whereas other programs are unclear and aimed only at what the student himself should perform to reach the objectives, i.e. only on an individual level. The remedial teaching support is often categorical, they are assuming that the student is the owner of the problem, and the support is also given from that perspective. That means that the student is given support in the format of individual education by a remedial teacher or by education in a smaller group.

Place, publisher, year, edition, pages
2009. , 49 p.
Keyword [en]
mapping, action plan, actions, learning, hermeneutics, constructivism, difficulties within mathematicss
Identifiers
URN: urn:nbn:se:umu:diva-31971OAI: oai:DiVA.org:umu-31971DiVA: diva2:300336
Presentation
(English)
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Available from: 2010-03-12 Created: 2010-02-25 Last updated: 2010-03-12Bibliographically approved

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fulltext(573 kB)379 downloads
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Bergström, Inga-LillHedberg, Carola
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CiteExportLink to record
Permanent link

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Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf