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Dance Abaout Anything Essay

5282 words - 22 pages

Räkna med dans!

– om måluppfyllelse i matematik med dansen som medel

2. Inledning

Vi är intresserade av att ta reda på hur dansen kan användas som ett medel i matematikundervisningen för att nå målen i kursplanen för matematik för årskurs 9. Det känns relevant för oss att utforska detta område inför vår kommande yrkesroll som danslärare då vi kommer att ställas inför olika krav och samarbeten med lärare i andra ämnen än vårt eget. Utöver att arbeta med dans som eget ämne kommer vi troligtvis att uppleva arbetsformer där dansen används som ett medel för att nå kunskap inom andra ämnen. Kunskap och kompetens om dansen som medel utgör därför en viktig del i vår kommande yrkesroll. Att ...view middle of the document...

Samtidigt menar hon att det finns forskning och undersökningar som visar att elevers matematikkunskaper inte är vad de borde vara och hon ställer sig frågan hur det kan komma sig. Svaret enligt många forskare är att matematik är ett komplext ämne. Läraren har ett svårt uppdrag. Samtidigt som denne skall undervisa i ämnet ska även läraren fungera som en vägledare för elevernas olika behov. Detta kräver stor kunskap om olika arbetsformer och arbetssätt från läraren sida (a.a). Löwing (2006) säger att det ställs stora krav på läraren utifrån vad styrdokumenten säger. Läraren skall utveckla elevernas intresse för matematik och eleverna samtidigt ges möjligheter att upptäcka estetiska värden och uppmuntras att finna glädjen i att lösa problem. Kommunikationen mellan lärare och elev är oerhört viktig för att det individualiserade lärandet ska fungera och läraren måste finnas till och vägleda men ofta upplever eleverna att läraren inte räcker till för alla. För att eleverna ska nå målen i matematik är det viktigt att läraren har de matematiska kunskaper som krävs samt behärskar ämnets didaktik. Innehållet i undervisningen är av central betydelse och kunskapsmålen nås inte av på förhand valda eller givna ramar (resurser) även om de kan bidra till att underlätta genomförandet av undervisningen och på så sätt göra att målen lättare nås (a.a).

I SOU 1992:94 talas om vikten av att använda matematiken i vardagsliv, samhällsliv och i den vetenskapliga verksamheten. ”Matematik är en levande mänsklig konstruktion som omfattar skapande, utforskande verksamhet och intuition. (…) All matematik innehåller någon form av abstraktion.”  (Skolverket 2007). Enligt Löwing (2006) är konkretisering en väg för att nå abstraktion och utgångspunkten bör vara något som eleverna känner till, exempelvis en metafor eller en situation där även ett material kan användas för att poängtera vad det nu handlar om. Att konkretisera matematikundervisningen ger eleverna möjlighet att utifrån de erfarenheter de redan har få nya kunskaper och ökad förståelse. Visionen med konkretisering är att göra kommunikationen så bra som möjlig och därigenom även optimera inlärningen (a.a).

4.c Estetiska lärprocesser

Vad är estetik? Ordet estetik betyder ”upplevt genom sinnena” och har sitt ursprung i grekiskans ord aistëtikos. Baumgarten och Kant är två framträdande tänkare från 1700-talet som hade tidiga tankar om estetikens innebörd. 1700-talets synsätt skilde det sensoriska och kroppsliga från det intellektuella när det kom till estetik och Baumgarten ville kunna diskutera andra sätt att uppfatta världen på än via intellektet. Han bidrog till att skapa en filosofisk disciplin för estetiken och skapade något som nästan kan liknas vid ett vetenskapligt system. Bland Europas intellektuella fanns viljan att skapa en egen filosofi för ”konsten och det sköna” (Alerby & Elídóttir, 2006, s.16). Ordet Aistëtikos ändrade Baumgartden till tyska aesthetica som utvecklades vidare i många andra språk och...

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