Matematikundervisning-i grundsärskolan : En studie i hur lärare upplever sin matematikundervisning för grundsärskoleelever i årskurs 7-9

Sammanfattning: Abstract   The aim of this study is to highlight some teacher’s experiences about their teaching strategies, methods and approaches to their mathematics teaching for primary pupils with intellectual disabilities in grades 7-9. This study intends to answer three research questions which are: Which kind of approaches does the teachers have about their strategies as they proceed from in their mathematics teaching for primary pupils with intellectual disabilities in grades 7-9?, Which kind of approaches do the teachers have about their methods as they proceed from in their mathematics teaching for primary pupils with intellectual disabilities in grades 7-9?, What do the teaches declare about their approaches to mathematics teaching for primary pupils with learning diabilities in grades 7-9?   The basis for the study is qualitive research and consists of interviews with four teachers in two schools in the same muncipality in Sweden. All of which teach students with intellectual disabilities in mathematics. The study´s theory choice is one of a socio-cultural perspective about learning in mathematics. The research has a qualitative approach and the analysis and the result is based on four interwievs with four teachers from different schools in the Stockholm area. The result of the study shows that all the teachers that participated apply strategies and plan mathematics teaching (differentiate) for every individual students needs. The results also show that teachers who teach students with intellectual disabilities applies many different methods to meet their students differences and particular needs. All participants in the study agree that the mathematics that their students have learnt during secondary school can increase the possibilities for the students to participate in societies different decision making processes in daily life. The teachers also saw mathematics as an important part of the knowledge needed in everyday life. The conclusion of the research is that the four teachers that participated in the study and that teach mathematics to students with intellectual disabilities in years 7-9 have a similar way of working towards planning lessons and the different methods they use. They also have a similar approach towards teaching mathematics to students with intellectual disabilities.