Det heter addera inte plussa! : En kvalitativ studie om lärarens användning av formellt och informelltmatematiskt språk

Sammanfattning: This thesis was based on two research questions, with the purpose of examining how teachers use formal and informal mathematical language in their teaching. The theory used in my starting points is the sociocultural perspective, considering that knowledge and learning take place in some form of the proximal development zone. In this study, I used two qualitative research methods: observations and interviews. The results of the research, used to find out how teachers believe it is important to use both formal and informal language are a crucial part of using in the classroom. Formal mathematical language can be used in situations where teachers mentioned, among other things, test situations and the introduction of new material, and in situations where informal mathematical language can be suitable for use in situations where students need help understanding concepts but also general work with mathematics in classroom situations.