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Numrering	Referens	Omslagsbild	Hitta
1.	Eriksson, Göta, 1943- (författare) Toward a student-centred process of teaching arithmetic 2010 Ingår i: The Journal of Mathematical Behavior. - : Elsevier inc.. - 0732-3123. Tidskriftsartikel (refereegranskat)abstract This article describes a way toward a student-centred process of teaching arithmetic, where the content is harmonized with the students’ conceptual levels. At school start, one class- room teacher is guided in recurrent teaching development meetings in order to develop teaching based on the students’ prerequisites and to successively learn the students’ arith- metic. The students are assessed in interviews. Two special teachers participate and their current models of each student’s arithmetic are tested when assessing the students. The students’ conceptual diversity and the consequent different content in teaching are shown. Further, the special teachers’ assessments and the class teacher’s opinion of the new way of teaching are reported. A wide range both of the students’ conceptual levels and of the kinds of relevant problems was found. The special teachers manage their duties well and the classroom teacher has so far been satisfied with the new teaching process.

Eriksson, Göta, 1943- (författare)
Toward a student-centred process of teaching arithmetic
2010
Ingår i: The Journal of Mathematical Behavior. - : Elsevier inc.. - 0732-3123.
Tidskriftsartikel (refereegranskat)abstract
- This article describes a way toward a student-centred process of teaching arithmetic, where the content is harmonized with the students’ conceptual levels. At school start, one class- room teacher is guided in recurrent teaching development meetings in order to develop teaching based on the students’ prerequisites and to successively learn the students’ arith- metic. The students are assessed in interviews. Two special teachers participate and their current models of each student’s arithmetic are tested when assessing the students. The students’ conceptual diversity and the consequent different content in teaching are shown. Further, the special teachers’ assessments and the class teacher’s opinion of the new way of teaching are reported. A wide range both of the students’ conceptual levels and of the kinds of relevant problems was found. The special teachers manage their duties well and the classroom teacher has so far been satisfied with the new teaching process.

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