Development of Mathematics Support Lessons Based on Student and Teacher Perspectives
| dc.contributor.author | Windestål, Mikaela | |
| dc.contributor.author | Ansgar, Sofie | |
| dc.contributor.department | Chalmers tekniska högskola / Institutionen för matematiska vetenskaper | sv |
| dc.contributor.examiner | Gerlee, Philip | |
| dc.contributor.supervisor | Ander, Mats | |
| dc.date.accessioned | 2024-06-11T08:23:53Z | |
| dc.date.available | 2024-06-11T08:23:53Z | |
| dc.date.issued | 2024 | |
| dc.date.submitted | ||
| dc.description.abstract | The purpose of this study is to map the perceptions and experiences of students and teachers regarding the mathematics support provided at an industrial and technical upper secondary school in Sweden. By collecting and analyzing feedback from these groups, the research aims to identify and propose improvements to the mathematics support. The study utilizes a combination of surveys targeted at all students and teachers, as well as in-depth interviews with mathematics teachers to understand their work processes. Flowcharts depicting identified areas for development have been created to support the school’s strategic decision-making. Based on these flowcharts, further literature has been explored to strengthen the development proposals. These proposals were then discussed in focus groups consisting of mathematics teachers and students who have participated in the support lessons. The results indicate that although the current mathematics support lessons are functional, there are significant opportunities for development that could benefit both students and teachers. To improve communication and efficiency, the introduction of organized handover meetings between mathematics teachers is recommended. Such meetings would not only facilitate information exchange but also strengthen collaboration between teachers. Additionally, students indicate that a varied lesson layout would increase their motivation to participate in the compulsory mathematics support sessions. The proposed improvements are small in scope but expected to have a significant impact. By implementing these changes, where many development areas are interdependent, a series of positive changes can be initiated over time. Promoting increased cooperation and communication among mathematics teachers is crucial and is considered a fundamental factor for the positive development of mathematics support sessions. | |
| dc.identifier.coursecode | CLSX35 | |
| dc.identifier.uri | http://hdl.handle.net/20.500.12380/307751 | |
| dc.language.iso | eng | |
| dc.setspec.uppsok | PhysicsChemistryMaths | |
| dc.title | Development of Mathematics Support Lessons Based on Student and Teacher Perspectives | |
| dc.type.degree | Examensarbete för masterexamen | sv |
| dc.type.degree | Master's Thesis | en |
| dc.type.uppsok | H | |
| local.programme | Learning and leadership (MPLOL), MSc |