En studie om blockmodellens potential i matematikundervisning för årskurs 2

Sammanfattning

Mathematics and language are closely interconnected in school education, particularly when students work with mathematical word problems that require them to interpret information, understand concepts, and select appropriate problem-solving strategies. In today's heterogeneous classrooms, teachers encounter students with diverse needs and abilities, which creates a demand for instructional approaches that make mathematical relationships more accessible and comprehensible. One method that has gained increasing attention is the bar model method, which uses visual representations to support students’ understanding of mathematical word problems. The aim of this study was to investigate how the bar model method can be used in mathematics education to support students’ understanding of and work with mathematical word problems in heterogeneous classrooms. The study was conducted as a quasi-experimental intervention study using both quantitative and qualitative methods. A total of 70 students in Grade 2 participated in the study and were divided into two intervention groups and one control group. Data were collected through pre-tests, post-tests, and task-based group interviews. The intervention consisted of ten lessons in which the bar model method was used as a visual support when working with mathematical word problems. The results indicate that the bar model method can support students’ work with mathematical word problems by making mathematical relationships visible, helping students structure information, and supporting the selection of problem-solving strategies. The findings further suggest that the method may be particularly beneficial for students experiencing language-related challenges, as it can reduce linguistic demands and facilitate understanding of the mathematical content of the tasks. This study contributes to knowledge about how visual support structures can be used to create more accessible mathematics instruction and support students’ work with mathematical word problems in heterogeneous classrooms.