Subtraktionsstrategier från lärares perspektiv

Sammanfattning: Teachers should design teaching in a way where students can develop their learning. In the teaching of mathematics, students will learn to choose the right calculation strategy that suits the student in counting subtraction (Skolverket, 2019). The purpose of this study is to shed light on the teachers' choice of subtraction strategies in teaching in grades 1–3. Research shows that subtraction is one of the maths in maths that is considered difficult for teachers to teach. It is stated in the school curriculum (Skolverket, 2019) that students should learn different strategies in order to adapt their calculations, which shows that teachers must have knowledge of a number of favorable strategies. As a starting point in a learning theory, the cognitive learning theory was chosen which deals with how students learn and what they need to learn. In this study, a qualitative method was used which, with the help of teacher interviews, was implemented to find out their choice of strategies and which strategies they considered to be beneficial to the students. The teacher interviews were conducted with five teachers in different municipalities. The result showed that teachers do not use a strategy in teaching but the majority. The teachers confirmed that the students need to learn different strategies. The teachers 'relationship to subtraction was highlighted as well as reasons for students' possible difficulties and negative attitudes. Laboratory material is used extensively in some of the teachers' math classrooms and for the most part, support is provided in the school's teaching materials. Continued research may be a review of teaching materials, to investigate whether the teaching materials have similar content and structure for subtraction and whether they have a strong link between subtraction and addition.