Acta Didactica Napocensia
Volume 10 Number 3, pages 109-121
Published: 12 November 2017
Paul Andrews, Niclas Larson
Abstract: This paper presents a group
interview study of Swedish upper secondary students’ perspectives on the
typical mathematics lesson. Students, from four demographically different
schools, constructed a collective synthesis of their many years’ experience of mathematics
classrooms. Transcriptions were subjected to a constant comparison analysis,
which yielded a consistent lesson structure. This comprised a period, known as
a genomgång, during which teachers
‘go through’ something, followed by periods of individual work from the book.
While there was some variation in the manifestation of both elements of the
lesson, students were remarkably consistent in their summary of the typical
lesson structure.
Key words: Sweden; upper secondary students; mathematics; lesson structure, group
interview