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Alla ska lyckas i klassrummet: En bild av en inkluderande matematikundervisning
Umeå University, Faculty of Social Sciences, Department of Education.
2014 (Swedish)Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesis
Abstract [en]

The purpose of this study is to gain a deeper understanding of how teachers and other people working with mathematics in a school context perceive inclusion in terms of education. In addition,the purpose is to describe their experiences of inclusive education in mathematics and to identify factors of importance for an inclusive approach to teaching mathematics. The starting point was the significance of inclusive education as regards the education system and research on the implementation of inclusive education internationally and in Sweden. The theoretical approach is founded in a special education perspective on teaching and the theory of optimal experience. The people interviewed for this study are directly or indirectly involved in the teaching of mathematicsat a school that explicitly works from an inclusive perspective. The results show that the participants perceive inclusion as teaching that allows both students and teachers to achieve their goals. The results also show that the participants interviewed believe that all students at the school benefit from inclusion, not just students with special needs. The key components of an inclusive mathematics education are: clear structure and procedures, cooperation and individualisation. The study shows that a clear structure permeates the entire school organisation. The Dean's commitment, a clear vision for the activities and an involvement in the educational process all affect teachers' collaboration in a positive way. The individualisation process relies on a variety of teaching strategies and solutions. For instance, the categorisation of students' knowledge and abilities and an adaptation of the educational environment to a student’s individual circumstances.The results cannot be generalised as they only illustrate and relate how different actors working at a specific school view and implement an inclusionary approach to teaching within the context of mathematics.

Abstract [sv]

Syftet med studien var att få en djupare förståelse för hur aktörer inom skolan ser på en inkluderande undervisning samt ta del av deras erfarenheter av inkluderande undervisning i matematik samt att identifiera faktorer med betydelse för inkluderande matematikundervisning.Utgångspunkten var inkluderande undervisnings betydelse för nödvändighet i den utbildningsväsendet samt forskning kring inkluderande undervisning tillämpas internationellt och i Sverige. Den teoretiska ansatsen grundade sig i specialpedagogiska perspektiv på undervisningen och teori om optimal upplevelse. Nio olika aktörer som har direkt eller indirekt anknytning till matematikundervisningen på en skola som uttryckligen arbetar utifrån ett inkluderande perspektiv intervjuades. Resultatet visade att aktörerna uppfattar inkluderingen som en undervisning som karakteriseras av att alla elever och lärare ska lyckas i samma klassrum. Resultaten visade också att intervjudeltagarna anser att alla elever på skolan vinner på inkludering, inte bara elever i behov av extra stöd. De viktigaste komponenterna i inkluderande matematikundervisningen är: tydlig struktur och rutiner, samarbete och individualisering. Tydlig struktur genomsyrar hela skolans organisation. Även undervisningen genomsyras av ett generellt mönster som återkommer under alla undervisningsformer. Rektorns engagemang, tydlig version för verksamheten och delaktighet i undervisningsprocessen har en positiv inverkan på pedagogernas samarbete. Individualiseringsprocessen gestaltas som en mängd olika pedagogiska strategier och lösningar där kategorisering av elevernas kunskaper och förmågor används för att den pedagogiska miljön ska anpassas till elevens individuella förutsättningar. Föreliggande studies resultat kan inte generaliseras utan visar endast på hur ett antal aktörer inom skolan ser på och aktivt arbetar med inkludering inom den specifika kontext som matematikundervisning utgör.

Place, publisher, year, edition, pages
2014.
Keyword [en]
inclusion, mathematics, participatory, special pedagogics, differentiation
Keyword [sv]
inkludering, matematik, delaktighet, specialpedagogiskt stöd, differentiering
National Category
Pedagogy
Identifiers
URN: urn:nbn:se:umu:diva-90912OAI: oai:DiVA.org:umu-90912DiVA: diva2:731875
Subject / course
Examensarbete Specialpedagogprogrammet
Educational program
Special Edcation Programme
Available from: 2014-07-02 Created: 2014-07-02 Last updated: 2014-07-02Bibliographically approved

Open Access in DiVA

Alla ska lyckas i klassrummet(653 kB)302 downloads
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File name FULLTEXT01.pdfFile size 653 kBChecksum SHA-512
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Type fulltextMimetype application/pdf

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  • apa
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