Att utveckla undervisning om tal och talrelationer i förskoleklass
DOI:
https://doi.org/10.61998/forskul.v12i2.23896Nyckelord:
matematik, förskoleklass, intervention, undervisningsutveckling, kunskapsprodukt, undervisning om talrelationerAbstract
Syftet med artikeln är att bidra med kunskap om hur en intervention, med fokus på undervisning om tal och talrelationer i förskoleklass, kan utveckla matematikundervisning. I interventionen har en undervisningsutvecklande modell tagits som utgångspunkt, där planering, genomförande och reflektion över undervisning har skett i en cyklisk process tillsammans med kollegor och forskare. Då interventionen sträckte sig över fyra år, gavs möjligheter att identifiera och förändra komponenterna i relation till syfte och kontext. En nyckelkomponent är de reflektionsunderlag som utvecklades och hur de bidrog till reflektion kring undervisning och lärande. De vetenskapligt förankrade aktiviteterna som förfinades är en annan nyckelkomponent. Kunskapsprodukten som har genererats innehåller en undervisningsguide med beprövade och designade undervisningsaktiviteter, med tillhörande reflektioner kring lärares matematikdidaktiska handlingar samt den undervisningsutvecklande modellen.
Developing the teaching of numbers and number relations in preschool class
The purpose of this article is to contribute knowledge about how an intervention, focused on teaching numbers and number relations in preschool class, can develop teaching. In the intervention, we employed a practice-oriented model based on planning, teaching, evaluating, and reflecting on teaching in an iterative process, in collaboration with colleagues and researchers. We carried out this intervention over four years, during which we identified key components of the model that were essential for the development of mathematics teaching. We also changed these components based on the purpose and local context. A key component is the reflection documents that were developed and how they contributed to reflection on teaching and learning. Another key component is the research-based activities that we refined. The knowledge product includes a teaching guide with documented and designed teaching activities with reflections on the teacher's enactment of the mathematical activities as well as the teaching model.
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