Kooperativt lärande imatematikundervisningen : En studie om hur verksamma lärare introducerar kooperativt lärande i matematikundervisningen. ; Cooperative learning in mathematics education : A study about how teachers introduce cooperative learning in mathematicseducation.

This study is based on our shared interest in cooperative learning and how it can be introduced in mathematics education. The aim of the study is to investigate how teachers introduce cooperative learning in mathematics education, focusing on which structures the teachers use and what challenges there are in introducing this approach. In order to produce a result relating to the purpose of the study, ten working teachers with experience of cooperative learning were interviewed. This is to answer the studies research questions, which are: (1) Which structures, described by those experienced in the field, are suitable for the introduction of this approach? (2) What challenges may arise when introducing cooperative learning into teaching? The result was then analyzed according to the socio-cultural perspective and Vygotskij's theories on learning and the framework factor theory. The results of the first research question depicted that the teachers had different perceptions regarding which structure they use when introducing cooperative learning. What all the teachers had in common, however, was that they believed that the most important thing during the introduction was the cooperation in general between the students. They considered that the choice of structure was secondary in that matter, but the important things were, as said, creating simple learning situations where the students had to cooperate. The results of the second research question depicted that the teachers felt that there were several challenges when introducing cooperative learning. On the one hand, it is very time-consuming to plan ahead and they considered that well-done planning is an important part of the work. On the other hand, it appeared that all the teachers felt that it was challenging with students who did not want to integrate with other students. In addition to this, a critical aspect is the group composition. All teachers described that they felt that constructing groups is an important part of the work, but also challenging. ; Syftet ...