Matematiklärares målkommunikation : En jämförelse av elevernas uppfattningar, lärarens beskrivningar och den realiserade undervisningen

Sammanfattning: The aim of this study is to explore Swedish upper elementary school students’experiences of mathematics teachers’ assessment practices, with a focus on educationalgoals communicated between the teacher and the class. In this study, students’experiences in three cases are viewed from a holistic perspective, by adapting Visualmodel of the curriculum policy, design and enactment system by Remillards and Heck(2014) to a Swedish context. Student’s perceptions are analysed and compared with theteacher’s view on educational goals and the implemented teaching. I use a multiple-casestudy method with an ethnographic approach suitable in a qualitative explorative studythat investigates a phenomenon in depth within its real-life context, in this study bytriangulation the empirical data.Results of the study show the complexity of communication about educational goals andeach case’s unique context. There is considerable variation between the three casesaccording to communication about educational goals, in relation to the syllabus inmathematics. It appears that in cases in which teachers express lack of knowledge ofsyllabus content, students get less information about teaching goals based on the syllabuscontent. Instead students express that the teacher assesses such matters as how much theywork in class and if they have clear presentations and responses of tasks. This is alsocommunicated by the teachers during lessons. Students in all three cases express andshow a lack of knowledge of syllabus in mathematics, especially when it comes to themathematical abilities and knowledge requirements, even in the case in which studentsreceive a lot of information. It is obvious that the textbooks influence is larger than theexplicit impact from the syllabus. From a student perspective the textbook is consideredas a concretization and visualization of the syllabus content. Teachers’ expressed lack ofknowledge about the syllabus in mathematics is probably due to insufficientimplementation efforts of the curriculum, Lgr11. With this study I contribute with newknowledge of assessment practices in Swedish classrooms and thereby hopefully improvedecision makers’, teachers’ and students’ awareness and knowledge of teachers’assessment practice.