During my practical training period I observed that many of the students have a negative attitude against mathematics. I also observed that these students have a difficulty reaching the goals in the subject. In my opinion there are different factors that can be the reason to why these students experiences mathematics as a difficult subject in school. This is the reason why I wanted to find out which factors that lies behind the difficulties and how the pedagogues work to support these students. It is also significant that every single student get their rights to develop a positive attitude against mathematics and that the pedagogue supports the students in their development. The point with this degree project is to find out, with the help of three pedagogues, which factors that could lead to difficulties in mathematics with students. However, I also want to find out how the pedagogues teach out when they come across with students with mathematical problems. The three informants have many years of experience in teaching and they have worked with students in the elementary school for many years. They have also been teaching students with difficulties in mathematics. When I was interviewing the pedagogues I got the chance to give them attendant questions and also be accessory during the interview. The results of my study showed that there are different factors that can lead to difficulties in mathematics with students, but also that there are different kinds of ways to work for the pedagogue with students that have problems with the subject. These factors are emotional blocks, lacking in the teaching, reading- and writing difficulties and difficulties in the language. My study also showed that with the help from the pedagogue, the students can develop a more positive attitude against mathematics, thru social interactions, dialogues, group work and elaborative work.

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Many high school math teachers are not trained for teaching students with mild disabilities. Math curriculum is not typically developed with the needs of students with mild disabilities in mind. Teachers may not be aware of the unique barriers for students with mild disabilities, and strategies to help them master mathematics. The purpose of this study was to identify research-based techniques used by general education and special education teachers for teaching math to high school students with mild disabilities. The study also investigated teachers’ perceptions of and willingness to implement specific strategies to teach math skills to students with mild disabilities. Academic research articles were reviewed to identify strategies. A survey was taken by nine high school general education and five special education teachers who teach math. The results showed a reasonable degree of knowledge, experience, and positive perceptions of evidence-based strategies, especially co-teaching. There were significant differences between the responses of teachers with math teaching licenses compared to those with special education licenses. Based on the existing literature and the survey results, a handbook of resources was created for teachers of secondary math classes to support learning for students with mild disabilities.