Övergången till gymnasiet : Hur identifieras svaga matematikelever?

Sammanfattning: This essay investigates how transitions into high school in Sweden are organized in order to help students who perform poorly in the field of mathematics. Questions addressed are if these students are part of an organized transition in which information regarding their skills are passed on from school to school or are they in case of missing information detected upon arrival in the new school? For this purpose twenty schools were investigated. The conclusion is divided for students that complete compulsory school as opposed to those that do not. The latter will in most cases benefit from wellestablished routines for transition meanwhile the former just might. If information is passed on the quality of such tends to be generally poor, the level of detail is not fine enough to be of use for the receiving teacher. It looks like students performing poorly in mathematics will in most cases first be detected late fall of the first semester. This is regardless of if information is passed on from their previous school or if their new school is using diagnostic testing at the start of the semester. Reasons for this might be not enough details in the transition information or lack of time for the receiving teachers.