Korleis opplever eleven å ha vanskar i matematikk? "Eg er berre glad for at eg ikkje er dum"
Year: 2015
Type: dissertation
Abstract: Summary \nThis is a study about pupils with great difficulties in mathematics. The aims of my study is to find out how pupils experience their mathematical problems, and study how and if it influences on their motivation and self-perception in the subject. I want to gain insight and get a better understanding of the pupils’ situation, how they experience this situation, and what it leads to. I emphasize the student’s own thoughts and experiences. It is the student’s thoughts and experiences I am looking for, which involves that I attempt to see the world through their eyes. I have collected answers to my question : ”How does the student experience to have difficulties in mathematics?” I have interviewed seven students in ninth grade all with difficulties in mathematics. I have emphasized how students percieve and evaluate their own situation, how they explain their difficulties and how this matter affects their motivation and academic self-perception. I have also examined how lessons have been completed and how the pupils have experienced individual arrangements. Interviews of the students have given me qualitative data which forms the basis of the study, and the analyse and discussion are based on the findings within each category. The findings will be discussed against relevant theory and research in the field. The results of this study show that the students experienced that their mathematical problems influenced both on their self-perception as well as on their motivation for learning. They had little or no motivation to put effort in working with mathematics, and many of them considered themselves as very weak in the subject. Repeated defeats had given them the feeling of failure, and most of them had reduced expectation of future mastery. The informants told me that the teaching in math mainly was based upon exercises in the textbook, with arrangements as less workload and simplified teaching material. Not all of them were satisfied with this, they wanted better adaptions to their conditions. They felt that these simplified mathematical problems were too simple, and that solving them had no value at all.
Source: BIBSYS Brage (BIBSYS (Norway))
Author: Trude Sellæg Rogne
Language: Norwegian
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W2496307190