Change search
CiteExportLink to record
Permanent link

Direct link
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
Estetiska lärprocesser i matematik: En kvalitativ studie om lärares integrering av estetik i matematikundervisningen årskurs F-3
University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
2022 (Swedish)Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesisAlternative title
Aesthetic learning processes in mathematics : A qualitative study of teachers' integration of aesthetics in mathematics teaching in F-3 (English)
Abstract [sv]

Bakgrund: Lärares förståelse av begreppet och integreringen av estetiska lärprocesser varierar. Förståelsen påverkar hur lärare integrerar estetik i sin matematikundervisning. Utformningen inverkar på vilka kunskaper som eleverna får, och estetiska lärprocesser är gynnsamma för elevernas matematiska kunskapsutveckling.

Syfte: Syftet är att belysa lärares syn på estetiska lärprocesser i samband med elevers kunskapsutveckling i matematik. Vidare syftar studien att belysa om lärare väljer att använda sig av estetiska lärprocesser i matematikundervisningen, och i så fall hur och på vilka grunder. Studien avgränsas till att undersöka lärare som undervisar i matematik i årskurs F-3.

Metod :Studien utgår från en kvalitativ metod med intervjuer. Sju lärare har deltagit. Datamaterialet analyseras genom en tematisk analys.

Resultat: Lärares begreppsförståelse av estetiska lärprocesser varierade mellan bild, sång, dans, lekar och sinnlighet. För några var det ett nytt begrepp som de hade svårt att förklara. Integreringen varierade mellan bland annat bild, lek och dans för att det är glädjefyllt och gynnsamt för elevernas kunskapsutveckling. Det framkom också lärare som inte använder estetiska lärprocesser, för risken att få fel fokus på lektionerna, tidskrävande och ställer krav på kompetens och trygghet i att använda estetik.

Abstract [en]

The study aims to show how teachers in primary school (6-9 years old) work with aesthetic learning processes in mathematics teaching. Previous research shows that teachers' understanding of the concept of aesthetic learning processes varies, and also therefore how teachers choose to use and integrate aesthetic learning processes to their teaching. The design of the teaching affects the mathematical knowledge that the students acquire, and research shows that aesthetic learning processes are favorable for the students' mathematical understanding and knowledge development. Research shows the ways teachers choose to integrate mathematics varied. In our interview, we want to find out how active teachers in F-3 understand the concept, integrate it into the teaching and what opportunities or difficulties there are with integrating aesthetics in mathematics teaching. To answer the study's questions, we use a qualitative method with interviews.

The results of the study show teachers' understanding of the concept of aesthetic learning processes varies. Some teachers derived the concept to picture, song, dance and games. Others to senses and senses experience. Some teachers said it was a difficult and new concept, and difficult to explain. The ways teachers integrated aesthetic learning processes in mathematics teaching also varied. Through games, pictures, songs and rhymes were the most prominent answers, and letting the students learn through all their senses. It also emerged some teachers do not use aesthetics in their mathematics teaching. Why teachers choose to integrate aesthetic learning processes in their mathematics teaching is about it is favorable for students' knowledge development, and it's also joyful for the students. It also emerged that aesthetics can give students wrong focus on the lessons, where they focus on the aesthetic doing rather than assimilating the mathematical content. It also emerged the work is time-consuming, and places demands on the teacher's competence and safety in using aesthetics.

Place, publisher, year, edition, pages
2022. , p. 51
Keywords [sv]
Matematikundervisning, lärprocesser
National Category
Mathematics Educational Sciences
Identifiers
URN: urn:nbn:se:hv:diva-18347Local ID: EXG600OAI: oai:DiVA.org:hv-18347DiVA, id: diva2:1654945
Subject / course
Educational science
Educational program
Teacher Traning Programme
Examiners
Available from: 2022-05-04 Created: 2022-04-29 Last updated: 2022-05-04Bibliographically approved

Open Access in DiVA

No full text in DiVA

By organisation
Division for Educational Science and Languages
MathematicsEducational Sciences

Search outside of DiVA

GoogleGoogle Scholar

urn-nbn

Altmetric score

urn-nbn
Total: 109 hits
CiteExportLink to record
Permanent link

Direct link
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