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”Det beror inte på könet, det beror på vilken människa det är”: En studie om matematisk subjektivitet i årskurs 3
Jönköping University, School of Education and Communication, HLK, School Based Research, Mathematics Education Research.
2017 (Swedish)Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesisAlternative title
“It doesn’t depend on the sex, but the type of person” : A Study on Mathematical Subjectivity in Grade 3 (English)
Abstract [sv]

Matematik har under lång tid ansetts vara ett maskulint kodat ämne vilket märks både i utbildningar och yrkesliv där en högre andel män än kvinnor återfinns. Elever ska efter genomgången grundskola kunna göra väl underbyggda val av utbildning och yrke. Då jämställdhet i Läroplanen lyfts fram som ett av skolans ansvarsområden är det intressant att se vilka föreställningar om matematisk subjektivitet som elever i de lägre åldrarna har. Syftet med studien var att få en bild av dessa föreställningar samt hur elever ser på sin egen subjektivitet. Med hjälp av poststrukturalistisk feministisk teori möjliggörs studien.

Undersökningen har genomförts med semistrukturerade fokusgruppsintervjuer innehållande en bilduppgift med 27 elever i årskurs 3. Analys av materialet har skett genom transkribering av de inspelade ljudupptagningarna samt informanternas bilder av matematiska personer. Resultatet visar att individens eget arbete ansågs vara den främsta orsaken till varför en del elever och vuxna är matematiska. Genus sågs inte som en bidragande faktor vilket överensstämmer med forskning som visar att detta har betydelse i högre årskurser. Risken med att elever anser att individuella orsaker är avgörande kan bli att de upplever att de själva upplever att de bär ansvaret för sin matematiska framgång.

Abstract [en]

Mathematics has been considered a masculine coded subject for a long time which is evident in both educational programs as well as in professional life, which consists of a higher proportion of men than women. After completing elementary school, students should be able to make well-informed choices of education and occupation. As equality is highlighted as one of the compulsory school’s responsibilities in the Curriculum, it is interesting to see which notions of mathematical subjectivity pupils of the lower ages have. The purpose of this study was to explore these beliefs and how students view their own subjectivity. The study was made possible by using poststructuralist feminist theory.

The survey was conducted with semi-structured focus group interviews including a picture assignment given to 27 third grade pupils. Analysis of the material was made using transcripts of sound recordings and informants' images of mathematical persons. The findings show that the individual's own work was considered to be the primary reason why some pupils and adults are mathematical. Gender was not considered to be a contributing factor, consistent with research showing that this is important in later grades. The risk that pupils think individual causes are decisive may be that they feel that they themselves are responsible for their own mathematical success.

Place, publisher, year, edition, pages
2017. , 38 p.
Keyword [en]
mathematucal subjectivity, self-image, gender, sex, pupils
Keyword [sv]
matematisk subjektivitet, självbild, genus, kön, elever
National Category
Educational Sciences
Identifiers
URN: urn:nbn:se:hj:diva-36352ISRN: JU-HLK-JU-2-20170364OAI: oai:DiVA.org:hj-36352DiVA: diva2:1114386
Subject / course
HLK, Mathematics for teaching and learnin
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Available from: 2017-06-26 Created: 2017-06-22 Last updated: 2017-06-26Bibliographically approved

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  • apa
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