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Det pojkar kan göra, kan också flickor: En studie om jämställdhet i matematikundervisningen.
University of Borås, Faculty of Librarianship, Information, Education and IT.
University of Borås, Faculty of Librarianship, Information, Education and IT.
2018 (Swedish)Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesisAlternative title
What boys can do, girls can too : A study about equity in mathematics education. (English)
Abstract [sv]

Inledning:

 Studien har syftat till att undersöka jämställdhet i matematikundervisningen i två olika länder, Sverige och Ghana. Detta genom att undersöka verksamma lärares tankar kring flickors och pojkars uppträdande i matematikundervisningen samt hur lärarna anser att de agerar gentemot flickor och pojkar och hur de behandlar dem. Hur talutrymmet i klassrummet fördelas har också undersökts. Det vill säga hur många gånger en flicka ges ordet och hur många gånger en pojke ges ordet, hur många gånger respektive kön ber om ordet, samt hur läraren bemöter de elever som pratar rakt ut.

Syfte:

Syftet med studien är att jämföra svenska och ghananska lärares tankar kring och agerande för jämställdhet i matematikundervisningen.

Metod: Studien har genomförts med hjälp av två forskningsmetoder, observation samt self-report. I studien har sex klassrumssituationer observerats, tre i Sverige och tre i Ghana. De lärare som observerats är även de lärare som har besvarat self-reporten. Genom observation har vi samlat in studiens kvantitativa data som består av hur talutrymmet i klassrummet fördelas samt hur elever som talar rakt ut bemöts av läraren. Med hjälp av metoden self-report har lärarnas upplevelser av flickor och pojkar (som grupp, generellt) i matematikundervisningen samt lärarnas tankar kring sitt agerande och bemötande av flickor och pojkar i matematikundervisningen synliggjorts.

Resultat: Studiens kvalitativa resultat visar att samtliga lärare som deltog i studien anser att pojkar tar för sig mer under matematikundervisningen samt visar en större tilltro till sin egen förmåga. Lärarna menar att de strävar efter att behandla flickor och pojkar likvärdigt. Studiens kvantitativa resultat visar att pojkar ges mer talutrymme i undervisningen, sannolikheten är större att en pojke som ber om ordet får det än att en flicka som ber om ordet får det. Vidare visar resultatet att sannolikheten att en flicka som talar rakt ut blir besvarad är större än för en pojke. En pojke blir istället i större utsträckning ignorerad om han talar rakt ut än vad en flicka blir. Resultatet av studien visar att skillnaderna var större inom respektive land än mellan länderna.

Abstract [en]

Introduction:

The purpose of this study is to research equity in mathematics education in Sweden and Ghana. This study has researched how active teachers act and reflect on equity in mathematics education and their thoughts about girls’ and boys’ behaviour during mathematics lessons as well as how they act towards girls and boys during their lessons. The study has also researched how the opportunity to speak is distributed between girls and boys as well as how the teacher reacts towards students who speak without asking.

Purpose: The purpose of this study is to research how teachers in two different countries act and reflect on equity in mathematics education.

Method: Our method of research was observation and self-report. A total of six teachers participated in the study, three in Sweden and three in Ghana. The teachers who participated in the observations were also those who answered the self-report. Through observation we were able to collect the quantitative data of the study which consists of how the opportunity to speak is distributed between girls and boys as well as how the teacher reacts to students who speak without asking. Through self-report we were able to research how teachers act and reflect on equity in mathematics education and how they feel they act toward girls and boys during their lessons.

Findings: The qualitative findings show that the teachers who participated in the study consider boys more active during mathematic lessons and that they show a greater self-efficiency than the girls do. The teachers also explain that they strive to treat girls and boys in the same way. The quantitative findings show that boys are given more opportunities to speak and that the probability for a boy being given the opportunity to speak if they ask for it, is greater than if a girl does it. The findings also show that the probability for a teacher to answer a girl if she speaks without asking, is greater than for a boy. Teachers tend to ignore a boy if he does the same. The findings show that there was a greater difference in each country than among the countries.

Place, publisher, year, edition, pages
2018. , p. 48
Keyword [sv]
matematik, jämställdhet, genus, Sverige, Ghana
National Category
Pedagogical Work
Identifiers
URN: urn:nbn:se:hb:diva-13932OAI: oai:DiVA.org:hb-13932DiVA, id: diva2:1194748
Subject / course
Pedagogiskt arbete
Supervisors
Examiners
Available from: 2018-04-13 Created: 2018-04-03 Last updated: 2018-04-13Bibliographically approved

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Citation style
  • apa
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