Lärares perspektiv på laborativ matematikundervisning

Sammanfattning

Mathematics is a subject associated with performance anxiety and many students also find the subject challenging. Studies conducted show that motivation and development in mathematics can be linked to hands-on learning like laboratory based teaching. Thus the objective of this study is to understand teachers’ perspective on laboratory mathematics’ teaching. The study provides perspectives on laboratory teaching, how teachers plan and implement laboratory lessons and how often they use concrete manipulatives during the lesson. Methods used in our study consist of a qualitative method using semi structured interviews. The interviews conducted were with five teachers from three different schools. The results are analyzed based on learning theories such as theory of teaching and sociocultural theory. The results differ between teachers based on experience and the school norm. The schools are generally in favor of laboratory teaching and have a positive attitude towards teaching using laboratory methods. Some teachers feel that they do not get enough time to work using laboratory methods while other teachers are highly in favor of it and cannot see themselves working in any other way. This study shows that many teachers are in favor of working in a laboratory but some may find it challenging. Laboratory teaching methods are used to create a base for the students to learn and explore by being able to feel and visualize. It creates an engaging culture in which students learn freely and get to choose what materials to use and how to use them.