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<p>Studies show that the performance of Swedish students in the subject of mathematics is to be considered somewhat average. The government has therefore decided to assist with extended project funding to schools on a local level in order to improve these results.</p><p>Schools will, unlike before, practice teaching suited for the individual needs of students based on their previous experiences, knowledge level, language comprehension and their environment. This is also clearly stated in the Swedish school curriculum.</p><p>My survey shows how three teachers in primary school actually work towards individualized teaching of mathematics and what methods they prefer. This survey also answered what these teachers considered to be the obstacles and opportunities with individualized teaching methods. The difference in approach of how to practice this has also been documented.</p><p>The survey, based on interviews and class observations, have been analyzed and compared to previous research and theories in the field of teaching practices. The conclusion of the survey is that all teachers have a different opinion and approach on how to practice individualized teaching methods. The difference in interpretation of the concept is clear. The biggest obstacle is said to be lack of resources in the terms of work material and staff.</p>

Studies show that the performance of Swedish students in the subject of mathematics is to be considered somewhat average. The government has therefore decided to assist with extended project funding to schools on a local level in order to improve these results. Schools will, unlike before, practice teaching suited for the individual needs of students based on their previous experiences, knowledge level, language comprehension and their environment. This is also clearly stated in the Swedish school curriculum. My survey shows how three teachers in primary school actually work towards individualized teaching of mathematics and what methods they prefer. This survey also answered what these teachers considered to be the obstacles and opportunities with individualized teaching methods. The difference in approach of how to practice this has also been documented. The survey, based on interviews and class observations, have been analyzed and compared to previous research and theories in the field of teaching practices. The conclusion of the survey is that all teachers have a different opinion and approach on how to practice individualized teaching methods. The difference in interpretation of the concept is clear. The biggest obstacle is said to be lack of resources in the terms of work material and staff.

The aim of this essay is to study how teachers in mathematics in upper-secondary school think about the concept of individualized teaching and their way of tutoring students in a classroom environment. The study focuses on the area of functions. To answer the aim of the study two different qualitative methods are used, namely interview and observation. Three teachers have been interviewed and one lesson per teacher has been observed. The data has been divided into three categories to systematically present, analyse and discuss examples relevant to the aim of the study. Theoretically important concepts are used to analyse the material, for example zone of potential construction, scaffolding and the knowledge quartet. All of the teachers use some kind of conversation to be aware of what kind of individualized teaching their students need. They claim that most of the individualized teaching happens when they tutor the students one-to-one and they have a lot of different methods to do this. All teachers describe time as a factor preventing them from individualizing their teaching as much as they would like. / Syftet med denna uppsats är att undersöka matematiklärares tankar om individanpassningar och deras handledning av elever i gymnasieskolan. Studien fokuserar på området funktioner, specifikt linjära- och andragradsfunktioner. För att besvara studiens syfte används två olika kvalitativa metoder, intervju och observation. Urvalet består av tre lärare som har intervjuats och observerats. Materialet kategoriseras för att systematiskt presentera, analysera och diskutera relevanta exempel utifrån studiens syfte. Teoretiska begrepp används för att analysera resultatet, exempelvis används den potentiella konstruktionszonen, stöttning och kunskapskvartetten. Samtliga informanter använder någon form av samtal för att bli medvetna om elevers behov av individanpassningar. Lärarna menar att majoriteten av individanpassningen sker vid enskild handledning av elever och lärarna beskriver olika metoder för detta. Alla intervjuade lärare beskriver tid som ett hinder för att individanpassa deras undervisning i den utsträckning de önskar.