Dyskalkyli är en matematisk svårighet som innebär att individen har problem med aritmetik och att uppfatta siffror. Svårigheter i matematik uppträder olika hos individer och därav kan det vara svårt för läraren att upptäcka en elev i svårigheter. Forskningen är inte enig om begrepp och definitioner gällande matematiksvårigheter och dyskalkyli. Det är svårt att finna elever i matematiksvårigheter då det inte finns några tydliga kriterier för att diagnostisera dessa elever. Syftet med denna litteraturstudie att ta reda på vad forskningen säger om dyskalkyli och matematiksvårigheter. Därav kommer det undersökas varför elever drabbas av matematiksvårigheter samt hur dyskalkyli och matematiksvårigheter kan utmärka sig hos elever. I slutet av studien redovisas det resultat som framkommit i vår litteraturöversikt. Resultatet visar att svårigheter kan se ut på många olika sätt, därav är det svårt att finna elever i svårigheter. Svårigheterna kan bero på både inre och yttre faktorer, såsom stress eller ett bullrigt klassrum. Elever i svårigheter utmärker sig ofta tidigt och enligt forskning går det redan i förskoleåldern få syn på elever i matematiksvårigheter. Däremot anser forskare att begreppen matematiksvårigheter och dyskalkyli ska användas med försiktighet då det råder skilda åsikter kring hur svårigheterna ska definieras.

<p dir="ltr">Previous wok has established that multiple academic and cognitive skills can contribute to difficulty with mathematics (Bull & Lee, 2014; Morgan et al., 2019; Purpura Day et al., 2017; Schmitt et al., 2017). However, little is known about how using both domain-specific (i.e., numeracy) and domain-general skills (i.e., executive function (EF), language, vocabulary) can help to identify children at risk for mathematics difficulties. Given that an estimated 3% to 8% of children are diagnosed with a math related disability (Desoete et al., 2004) and even more children experience difficulties with mathematics, and that mathematics is an important predictor of academic and career success (Duncan et al., 2007; Watts, 2020) it is imperative to understand how both domain-specific and domain-general skills, along with key demographic factors, can be used to identify children at risk for future mathematics difficulties. <a href="" target="_blank">The current study utilized data from a longitudinal project that assessed children’s academic and cognitive skills over four time points: the fall and spring of preschool and kindergarten</a> in a state in the Midwest of the United States.The analytic sample for this study consisted of 674 children from three cohorts. <a href="" target="_blank">A person-centered latent profile analysis was used to generate profiles of early math learners using children’s early numeracy, math language, executive function (EF), literacy, and vocabulary skills. Based on the model fit statistics and interpretability, a six-profile solution emerged from the data.</a> The latent profile approach was compared to a variable-centered regression for identifying risk for mathematics difficulties. <a href="" target="_blank">Results</a> show that there is variability in performance profiles in a sample at the lower end of mathematics performance. This study <a href="" target="_blank">suggests that domain-general skills such as EF, literacy, and mathematical language skills can help to distinguish between different performance profiles of mathematics learners</a>. <a href="" target="_blank">Results also demonstrate that person-centered and variable-centered approaches should be used in conjunction with one-another to best identify children at risk for mathematics difficulties.</a></p>

<p><em>The purpose</em> of this thesis is to examine whether the teacher's background affect students' approach to mathematics teaching. Characteristically, in Sweden today is that mathematics is perceived as difficult subject and that the number of foreign teachers has increased. <em>The study examines a phenomenon</em> which the relationship between the teacher's language accent and substance difficulties.</p><p><em>The method</em> used for data collection is questionnaires, in order to investigate the phenomenon as the relationship between the teacher's accent and substance difficulties.</p><p>The investigation has been carried out based on the students' point of view, both secondary and primary school pupils. What difficulties have arisen in teaching?  What is the biggest obstacle to achieve the goals of mathematics, to understand the teacher's language accent first in order to understand the subject, or that mathematics is difficult in itself to be understood as a substance.</p><p><em>The result</em> clearly shows that the teacher's accent does not affect teaching and students' view of mathematics as a subject. The students think that mathematics is a difficult subject in itself and the difficulty arises in the abstract data that is not reality linked, and that they rely too much on independent work with individual support as the teacher does not have time to. Students' learning is influenced by other factors like the socio-coherent, which Vygotskji mean. Communication is an important prerequisite in the socio-cultural interaction. It affected in turn by various factors, like cultural affinities, and how to speak and the tone used.</p>

The purpose of this thesis is to examine whether the teacher's background affect students' approach to mathematics teaching. Characteristically, in Sweden today is that mathematics is perceived as difficult subject and that the number of foreign teachers has increased. The study examines a phenomenon which the relationship between the teacher's language accent and substance difficulties. The method used for data collection is questionnaires, in order to investigate the phenomenon as the relationship between the teacher's accent and substance difficulties. The investigation has been carried out based on the students' point of view, both secondary and primary school pupils. What difficulties have arisen in teaching?  What is the biggest obstacle to achieve the goals of mathematics, to understand the teacher's language accent first in order to understand the subject, or that mathematics is difficult in itself to be understood as a substance. The result clearly shows that the teacher's accent does not affect teaching and students' view of mathematics as a subject. The students think that mathematics is a difficult subject in itself and the difficulty arises in the abstract data that is not reality linked, and that they rely too much on independent work with individual support as the teacher does not have time to. Students' learning is influenced by other factors like the socio-coherent, which Vygotskji mean. Communication is an important prerequisite in the socio-cultural interaction. It affected in turn by various factors, like cultural affinities, and how to speak and the tone used.

Dyscalculia means that one has specific mathematical difficulties. Teachers meet students with difficulties in mathematics daily, which made it interesting to examine teachers' experiences with dyscalculia. The purpose of the study is to investigate how teachers describe their knowledge of dyscalculia and how they work with students in need of support to develop their mathematical skills. To investigate this, we have conducted a qualitative study where eight teachers were interviewed at different schools in different municipalities. The study rests on the compensatory perspective and the dilemma perspective in that the theories aim to understand the teachers' experiences around the concept of dyscalculia and how the teachers meet students with mathematical difficulties. The teachers describe that they have insufficient experience in dyscalculia but that they work a lot with concrete material. The national assessment support is used with students who are in or suspected to be in difficulties. The results show, among other things, that the teachers' experiences with dyscalculia may be because they have not been offered education or further training in dyscalculia. The teachers' perceptions are that there is more focus on reading and writing difficulties and therefore they have been offered more continuing education in that area than they received in dyscalculia.

I vilken grad ett barn är fonologiskt medvetet är i många fall avgörande för hur barnets läsinlärning kommer att fortlöpa, varför det är av stor vikt att redan tidigt arbeta för att stärka den fonologiska medvetenheten. En tillfredsställande läsförmåga är central för inlärningen även i andra skolämnen än svenska. Forskning har på senare tid visat att det finns ett tydligt samband mellan läs- och skrivsvårigheter och svårigheter i matematik. I denna studie undersöks huruvida det finns någon koppling mellan tidiga fonologiska svårigheter och matematiksvårigheter två år senare hos en grupp elever. Med kvantitativa metoder och genom analyser av bedömningar i olika diagnos- och kartläggningsmaterial har ett resultat kunnat presenteras som visar att majoriteten av de elever som i förskoleklassen uppvisade tecken på fonologiska svårigheter även hade matematiksvårigheter i år 2. Sambandet är dock inte entydigt, då det samtidigt påvisats att svårigheterna i matematik i år 2 var mer utbredda än väntat och långt ifrån alla dessa elever hade fonologiska svårigheter i förskoleklassen. / The degree to which a child is phonologically aware is in many cases crucial to the child's ability to learn how to read. Therefore it is vital, at a young age, to work towards strengthening the phonological awareness among young children. Satisfactory reading skills are central to learning in other school subjects besides reading and writing. Recent research has shown that there is a clear link between reading problems and difficulties in mathematics. This study examines whether there is any connection within a group of students between early phonological difficulties and difficulties in mathematics two years later. With quantitative methods, and through analysis of assessments of different diagnostic and mapping materials, results have been presented showing that the majority of the students in the preschool class that showed signs of phonological difficulties also had difficulties in mathematics in second grade. However, the relationship is not unambiguous, since the results also demonstrated that the difficulties in mathematics in second grade were more widespread than expected, and far from all of these students had phonological difficulties in the preschool class.

Pågående utbildning genererade erfarenheter av att lärare upplever ett motstånd vid undervisning av elever i matematiksvårigheter vilket påverkar elevernas delaktighet negativt. Studien syftar till att undersöka lärares upplevelser och erfarenheter av att undervisa elever i matematiksvårigheter i grundskolans tidigare år. För att besvara studiens syfte används fenomenografisk metodansats där fokuset är på hur individer upplever fenomen. Empirin är insamlad genom en enkätundersökning som genererade 262 svar. Enkäten innefattade både kvantitativa påstående, där lärare skattar sina upplevelser i med eller emot, och öppna kvalitativa frågor där lärare gavs möjlighet att  utveckla sina upplevelser och erfarenheter. Tidigare forskning synliggör att lärarnas kompetens och flexibilitet är betydande för elever i matematiksvårigheter. Metoddelen beskriver hur enkäten arbetats fram samt hur datamaterialet hanterats utifrån fenomenografisk analysmetod. Resultatet presenterar både olika uppfattningar om hur det är att undervisa elever i matematiksvårigheter, framgångsrika undervisningsmetoder och hur lärare upplever bedömning av elevers progression. Lärare upplever att det är utmanande, stressigt och tidskrävande men även spännande och lärorikt. Grupparbeten och individanpassad undervisning bidrar till ökad delaktighet. Vi ser även att delaktigheten kan nås när eleven är i centrum och kan påverka undervisningens innehåll, arbetssätt och bedömning. För att bedöma elevernas progression används bland annat individuella avstämningar. Studiens resultat generaliseras och kan ligga till grund för att fler lärare aktivt kan arbeta med ökad delaktighet.

This literature study's purpose was to examine the link between linguistic difficulties and mathematical difficulties. The study has examined, with the help of previous research in this field, what links exist between these difficulties. The study listed a sample of research reports and literature concerning students with general linguistic difficulties but also those students who have Swedish as a second language as well as students with dyslexia. The underlying aim of this study was to serve as an inspiration for teachers. It highlights whether there are links between these difficulties, how you as an educator can see these difficulties and handson advice on adaptations that can be made to help these students. The study's results show a clear link between linguistic difficulties and difficulties in mathematics. The study shows that it may be due to many different causes, but that a link exists in many cases. The study also results in adaptations to help teachers and prospective teachers to see the connection between these difficulties, how they can be discovered and how they can be helped.