Tilpasset opplæring i matematikk på ungdomsskolen : to læreres begrunnelser for sine tilpasninger
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The theme of this thesis is adapted education with an emphasis on adapting the teaching of mathematics. I have also decided to direct my attention toward students with low attainers. My research question is: "What arguments gives two mathematics teachers in their adaptations in teaching students with low attainers in middle school?" The study discusses how teachers adapt lessons to students with low attainers in the subject. The empirical basically are two mathematics teachers who teach in the same middle school. In this study I have used qualitative methods. The data is collected through a semi-structured interview. The aim has been to examine their ways to adapt the teaching for students with low attainers in mathematics, trough their arguments. It was in 1975 that the concept of adapted education came into law, but all the time there are discussions about how the school will facilitate that all students should be able to learn on the basis of their abilities and aptitudes in the best possible way. The results show that the teachers in my study have a narrow understanding of adapted education where they have strong focus on individuals and that they will meet students at their level. Both teachers have access to an extra teacher / resource in two mathematic lessons in a week. By taking advantage of this resource, they organize their lessons in two different ways; by organizational differentiation and by being two teachers in the same mathematic lesson. If it is implemented tiering teaching, it is often students with low attainers that are taken out in a small group. The teaching in these two contexts occurs in different ways to adapt to students. The teachers also varies teaching methods and how students work with learning material to adapt their teaching. When we are talking about students with low attainers, I found that the teachers often use the term "low level students". It was described by one teacher that "low level students" are those who have an insufficient understanding in mathematics, while students with low attains describes as those who have the potential to achieve higher achievement than what they actually do. When I refer to students with low attainers, this concerns students who end up on the lowest possible achievement for any reason. A good learning environment and good relations with students and students in between is something that the teachers think is very important. It is also evident that a teacher should act patient, helpful and understanding when working with students with low attainers. The teachers in my study are also concerned to let these students experience success in mathematics. Then the teacher has to know the students well and be able to lie down in their level, so that they feel they are getting mastery experience, which can affect their motivation in the subject. But most importantly, as one teacher said, it is mainly to give students a decent experience of mathematics. Challenges as the teachers pointed out in connection with adapting education for students with low attainers of the subject, is primarily large groups of students and too little time with the students, which also can mean that there are not enough mathematic lessons considering that this is such a comprehensive subject.
Masteroppgave matematikkdidaktikk – Universitetet i Agder 2016