Matematikundervisning i förskoleklass och årskurs 1 : Lärare berättar om subtraktionsundervisning

Sammanfattning: The purpose of this qualitative study was to investigate how the progression appears in the teaching of subtraction between preschool class and grade 1. What was examined was whether the teaching in subtraction is interrelated be- tween these grades or whether it differs completely. In order to find this out, interviews were conducted with employed qualified teachers in pre-school class and grade 1. Through these interviews we got to learn about the teachers' stories about how they work and what influences their choices in their work on subtraction. A teaching media analysis was also carried out on the teaching materials that teachers stated they used in the teaching of subtraction. The re- sults show that teachers in pre-school class work very much with laboratory teaching materials in their teaching as well as in whole class or smaller groups, while teachers in grade 1 work less in whole class/groups but more with indi- vidual work. The work in grade 1 proves to be more focused on the fact that teachers want something to assess the students compared to the preschool class' work where much of the learning is done through play. The results show that preschool teachers work either very little with subtraction or not at all com- pared to primary school teachers in grade 1 where subtraction is practiced on a regular basis. In preschool the terminology that is used is both formal and informal, however, overall more informal words are used compared to grade 1 where more formal words are used. The results also show that preschool teach- ers prepare the subtraction strategy step-by-step calculations. In grade 1 the strategy step-by-step calculations are used as well as the numerical calculations strategy.