Intention och implementation – Undervisningsmaterial i matematik

Abstract

Curriculum materials are widely used in Swedish classrooms. There are reasons to believe that what teachers’ thinks about curriculum materials and how they are used differs. The purpose of this study is to add to the existing field of research in mathematic education. The data were collected by a qualitative research method, more closely in form of semi-structured interviews with eight teachers. By investigating teachers’ attitudes towards these materials and comparing the findings with existing research it became clear that teachers’ do not seem to know how much these materials affect them. The interviewed teachers see the teachers’ guides differently. The majority thinks of it as pure methodical knowledge. Only a few teachers with a lack of experience thought of it as an invaluable support in their work. It is not possible to generalize the findings due to the minor scale of the studies included. However, the findings points out some worrying trends in form of the discrepancy between intention and implementation of curriculum materials.