Nivågruppering i grundskolans tidigare år
Hur och varför används den i matematikundervisningen
Ability groupingTeaching mathematicsDifferentiationThe social cultural perspective on learningIndividualization.NivågrupperingMatematikundervisningDifferentieringDet sociokulturella perspektivet på lärandeIndividualisering.
The aim of this essay is to examine why and how three teachers who work in elementary classes choose to use ability grouping during math lessons and what they think of ability grouping as a method to individualize the activities according to the pupil?s needs.I chose one main question for this study that is the following:What is the teacher?s point of view and experience of ability grouping in teaching mathematics?And three sub-questions:What are the motives behind the choice of ability grouping?What are the advantages of ability grouping?What are the disadvantages of ability grouping?In order to be able to answer my questions, I used the qualitative method. I interviewed three teachers who work in the elementary classes (First to fifth grade) to find out what they think about ability grouping and how it is experienced in mathematic teaching.The result shows that the common thing between these three teachers is that they don?t use ability grouping as the only teaching method. They all agree that the whole class teaching has many benefits for the pupils. Regarding the teachers? views on advantages of ability grouping, they all regard it as a method that contributes to differentiating the math activities according to the pupil's personal needs.My conclusion is that the teachers? different experiences of ability grouping have an impact on their point of view of ability grouping.