{"id":{"repo_id":"helsinki","oai_identifier":"oai:helda.helsinki.fi:10138/621116"},"canonical_url":"https://search.dev.ndltd.org/etd/helsinki/oai:helda.helsinki.fi:10138/621116","repository":{"repo_id":"helsinki","name":"University of Helsinki","base_url":"https://helda.helsinki.fi/server/oai/request"},"display":{"title":"Alla har rätt att utvecklas som matematiskt begåvad","abstract":"When children start school, they have large developmental differences and knowledge in mathematics. Due to the big differences, the same teaching does not suit all students. The purpose of this qualitative research was to find out how teachers experience and differentiate mathematics teaching for the mathematically talented students in first grade. The intention was, therefore, to find out why the teachers consider differentiating the teaching, how the methods they use and what challenges they encounter. The study is made as a qualitative interview study with four teachers in first grade. The interviews are first transcribed and then analyzed by the content analysis method. In the results, it has clearly been found that it is important to differentiate the teaching of mathematics. The students' high level of development and knowledge was considered one of the main reasons why differentiation of the teaching of mathematics is important. Teachers also mentioned that everybody needs to be challenged to develop, everyone is entitled to develop at their own level and to maintain motivation. The most common differentiation method the teachers mentioned were additional tasks and problem-solving tasks. Other methods mentioned were different games and puzzles, concrete material, student grouping and adapted homework. Although all teachers felt they could offer the talented students the stimulus they needed, there are challenges. Resource shortages and time shortages were the biggest challenges but also finding suitable tasks and pupils' level differences were mentioned as challenging.","abstract_html":"When children start school, they have large developmental differences and knowledge in mathematics. Due to the big differences, the same teaching does not suit all students. The purpose of this qualitative research was to find out how teachers experience and differentiate mathematics teaching for the mathematically talented students in first grade. The intention was, therefore, to find out why the teachers consider differentiating the teaching, how the methods they use and what challenges they encounter. The study is made as a qualitative interview study with four teachers in first grade. The interviews are first transcribed and then analyzed by the content analysis method. In the results, it has clearly been found that it is important to differentiate the teaching of mathematics. The students' high level of development and knowledge was considered one of the main reasons why differentiation of the teaching of mathematics is important. Teachers also mentioned that everybody needs to be challenged to develop, everyone is entitled to develop at their own level and to maintain motivation. The most common differentiation method the teachers mentioned were additional tasks and problem-solving tasks. Other methods mentioned were different games and puzzles, concrete material, student grouping and adapted homework. Although all teachers felt they could offer the talented students the stimulus they needed, there are challenges. Resource shortages and time shortages were the biggest challenges but also finding suitable tasks and pupils' level differences were mentioned as challenging.","abstract_has_math":false,"creators":["Hannula, Sandra"],"institution":"Helsingin yliopisto","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":["Helsingin yliopisto, Käyttäytymistieteellinen tiedekunta, Opettajankoulutuslaitos","University of Helsinki, Faculty of Behavioural Sciences, Department of Teacher Education","Helsingfors universitet, Beteendevetenskapliga fakulteten, Institutionen för lärarutbildning"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2018,"date_issued":"2018","date_published":"2018","updated_at":"2026-07-27T19:56:14Z","subjects":["differentiering","matematik undervisning","årskurs ett","begåvad elev","matematiskt begåvad","klasslärare"],"languages":["swe"],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["URN:NBN:fi:hulib-201806192812"],"render_values":[{"text":"URN:NBN:fi:hulib-201806192812","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/10138/621116","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Helsingin yliopisto, Käyttäytymistieteellinen tiedekunta, Opettajankoulutuslaitos","University of Helsinki, Faculty of Behavioural Sciences, Department of Teacher Education","Helsingfors universitet, Beteendevetenskapliga fakulteten, Institutionen för lärarutbildning"]},{"key":"dc:creator","label":"Author","values":["Hannula, Sandra"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2025-12-08T18:30:17Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2025-12-08T18:30:17Z"]},{"key":"dc:date.issued","label":"Date","values":["2018"]},{"key":"dc:publisher","label":"Institution","values":["Helsingin yliopisto","University of Helsinki","Helsingfors universitet"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["differentiering","matematik undervisning","årskurs ett","begåvad elev","matematiskt begåvad","klasslärare"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["swe"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["URN:NBN:fi:hulib-201806192812","http://hdl.handle.net/10138/621116"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["When children start school, they have large developmental differences and knowledge in mathematics. Due to the big differences, the same teaching does not suit all students. The purpose of this qualitative research was to find out how teachers experience and differentiate mathematics teaching for the mathematically talented students in first grade. The intention was, therefore, to find out why the teachers consider differentiating the teaching, how the methods they use and what challenges they encounter. The study is made as a qualitative interview study with four teachers in first grade. The interviews are first transcribed and then analyzed by the content analysis method. In the results, it has clearly been found that it is important to differentiate the teaching of mathematics. The students' high level of development and knowledge was considered one of the main reasons why differentiation of the teaching of mathematics is important. Teachers also mentioned that everybody needs to be challenged to develop, everyone is entitled to develop at their own level and to maintain motivation. The most common differentiation method the teachers mentioned were additional tasks and problem-solving tasks. Other methods mentioned were different games and puzzles, concrete material, student grouping and adapted homework. Although all teachers felt they could offer the talented students the stimulus they needed, there are challenges. Resource shortages and time shortages were the biggest challenges but also finding suitable tasks and pupils' level differences were mentioned as challenging.","Då barn börjar skolan har de stora utvecklingsskillnader och kunskaper i matematik. På grund av de stora skillnaderna passar inte samma undervisning alla elever. Syftet med denna kvalitativa forskning var att ta reda på hur lärare upplever och differentierar matematikundervisningen för de matematiskt begåvade eleverna i årskurs ett. Avsikten var alltså att få reda på varför lärarna anser att man skall differentiera undervisningen, hurdana metoder de använder och vilka utmaningar de stöter på. Avhandlingen är utförd som en kvalitativ intervjustudie med fyra stycken klasslärare i årskurs ett som intervjudeltagare. Intervjuerna är först transkriberade och sedan analyserade genom metoden innehållsanalys. I resultaten har det tydligt framkommit att det är viktigt att differentiera matematikundervisningen. Elevernas stora utvecklings- och kunskapsnivå ansågs som en av de största orsakerna till att differentiering av matematikundervisningen är viktig. Lärarna nämnde även som orsaker att alla behöver utmanas för att utvecklas, alla har rätt att utvecklas på sin egen nivå och för att upprätthålla motivationen. De vanligaste differentierings metoden lärarna nämnde var tilläggsuppgifter och problemlösningsuppgifter. Andra metoder som nämndes var olika spel och pussel, konkret material, elevgruppering och anpassad hemläxa. Fastän all lärare ansåg att de kan erbjuda de begåvade eleverna den stimulans de behöver, finns det utmaningar. Resursbrist och tidsbrist var de största utmaningarna, men även att hitta lämpliga uppgifter och elevernas nivåskillnader uppkom."]},{"key":"dc:title","label":"Title","values":["Alla har rätt att utvecklas som matematiskt begåvad"]}]}],"canonical_facts":{"dc:contributor":["Helsingin yliopisto, Käyttäytymistieteellinen tiedekunta, Opettajankoulutuslaitos","University of Helsinki, Faculty of Behavioural Sciences, Department of Teacher Education","Helsingfors universitet, Beteendevetenskapliga fakulteten, Institutionen för lärarutbildning"],"dc:creator":["Hannula, Sandra"],"dc:date.accessioned":["2025-12-08T18:30:17Z"],"dc:date.available":["2025-12-08T18:30:17Z"],"dc:date.issued":["2018"],"dc:description.abstract":["When children start school, they have large developmental differences and knowledge in mathematics. Due to the big differences, the same teaching does not suit all students. The purpose of this qualitative research was to find out how teachers experience and differentiate mathematics teaching for the mathematically talented students in first grade. The intention was, therefore, to find out why the teachers consider differentiating the teaching, how the methods they use and what challenges they encounter. The study is made as a qualitative interview study with four teachers in first grade. The interviews are first transcribed and then analyzed by the content analysis method. In the results, it has clearly been found that it is important to differentiate the teaching of mathematics. The students' high level of development and knowledge was considered one of the main reasons why differentiation of the teaching of mathematics is important. Teachers also mentioned that everybody needs to be challenged to develop, everyone is entitled to develop at their own level and to maintain motivation. The most common differentiation method the teachers mentioned were additional tasks and problem-solving tasks. Other methods mentioned were different games and puzzles, concrete material, student grouping and adapted homework. Although all teachers felt they could offer the talented students the stimulus they needed, there are challenges. Resource shortages and time shortages were the biggest challenges but also finding suitable tasks and pupils' level differences were mentioned as challenging.","Då barn börjar skolan har de stora utvecklingsskillnader och kunskaper i matematik. På grund av de stora skillnaderna passar inte samma undervisning alla elever. Syftet med denna kvalitativa forskning var att ta reda på hur lärare upplever och differentierar matematikundervisningen för de matematiskt begåvade eleverna i årskurs ett. Avsikten var alltså att få reda på varför lärarna anser att man skall differentiera undervisningen, hurdana metoder de använder och vilka utmaningar de stöter på. Avhandlingen är utförd som en kvalitativ intervjustudie med fyra stycken klasslärare i årskurs ett som intervjudeltagare. Intervjuerna är först transkriberade och sedan analyserade genom metoden innehållsanalys. I resultaten har det tydligt framkommit att det är viktigt att differentiera matematikundervisningen. Elevernas stora utvecklings- och kunskapsnivå ansågs som en av de största orsakerna till att differentiering av matematikundervisningen är viktig. Lärarna nämnde även som orsaker att alla behöver utmanas för att utvecklas, alla har rätt att utvecklas på sin egen nivå och för att upprätthålla motivationen. De vanligaste differentierings metoden lärarna nämnde var tilläggsuppgifter och problemlösningsuppgifter. Andra metoder som nämndes var olika spel och pussel, konkret material, elevgruppering och anpassad hemläxa. Fastän all lärare ansåg att de kan erbjuda de begåvade eleverna den stimulans de behöver, finns det utmaningar. Resursbrist och tidsbrist var de största utmaningarna, men även att hitta lämpliga uppgifter och elevernas nivåskillnader uppkom."],"dc:identifier.uri":["URN:NBN:fi:hulib-201806192812","http://hdl.handle.net/10138/621116"],"dc:language.iso":["swe"],"dc:publisher":["Helsingin yliopisto","University of Helsinki","Helsingfors universitet"],"dc:subject":["differentiering","matematik undervisning","årskurs ett","begåvad elev","matematiskt begåvad","klasslärare"],"dc:title":["Alla har rätt att utvecklas som matematiskt begåvad"]},"updated_at":"2026-07-27T19:56:14Z"}