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

Abstract

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