Matematisk begreppsförståelse och språkbruk i undervisningen

Sammanfattning: In our study, the problem area is that concept teaching in mathematics is too low to be able to achieve mathematical understanding. Mathematics also has two different parlance ​​that make teaching difficult and create a lack of clarity about which one of these parlances to use at which occasion and how these parlances ​​should be interpreted and how they are linked.  We have conducted an interview study with semi-structured interviews. The respondents consist of 16 teachers who were selected through our inclusion- and exclusion criteria. The material was transcribed, coded, and categorized, and we used the socio-cultural perspective as a theoretical framework to analyse the material.  One conclusion we can draw from the results of this interview study is that the teachers in this study express that they are aware that cooperative learning is beneficial for students' understanding of concepts, but that organizational problems such as lack of planning time, too few educators and too large classes make it is difficult to conduct a developing concept teaching. This can be a reason why the textbook takes up a lot of space in the classroom. Another conclusion we can draw is that the teachers in this study express that they have subject knowledge and that their pedagogical knowledge at certain times is not sufficient, especially when it comes to supporting students who need extra support and students with Swedish as a second language. Another conclusion we can draw from the results is that the students have difficulty transferring the concrete to the abstract in mathematics. This may be because the language used by the students is the everyday one, which does not correspond to what the students encounter in the textbooks and on tests. As the students get the smallest speaking space, they also rarely get the chance to use any of the language. The use of everyday language is not advocated in the socio-cultural perspective, but can be questioned when students do not encounter the correct language in everyday life, and can become an element in the teaching that can not relate to everyday life.