The purpose of this qualitative study is to increase the knowledge of how Montessori teachers include mathematically gifted pupils through differentiated teaching. This was accomplished through semi-structured interviews with nine Montessori teachers from all over Sweden. The teachers were asked to describe how they plan their teaching, how they execute it and to share their thoughts and attitudes regarding this part of their job.    The results show that the Montessori teachers in this study use differentiated teaching based on the Montessori principles of individualisation. They make individual lesson plans for every pupil, based on the pupil’s level of knowledge, interests and needs. These plans are made together with the pupils, who thus have an impact on their own education. As the lesson plans are put into practice the pupils get to choose what to do when, during three hour work cycles. This means there are many different activities happening at the same time in the Montessori classroom. This seems to be beneficial to mathematically gifted pupils, as they appear to be offered an education at their individual level of knowledge. They are also able to set their own work pace and thus advance at their own speed. The Montessori manipulatives are important to the teachers, but the mathematically gifted pupils are able to leave them behind quickly and instead work with more abstract mathematics.    The study also shows that the teachers consider it exceedingly important that the mathematically gifted pupils are challenged and stimulated. For that reason, the teachers do not limit the pupils’ knowledge acquisition. The pupils are allowed to advance much further than what is expected at their age. In addition, the results of this study show that the Montessori teachers view working with gifted pupils as a positive and fun challenge and they consider it important to include these pupils in their teaching, instead of letting them work on their own.    The results of this study may also suggest that Montessori schools can be beneficial to mathematically gifted pupils. / Syftet med denna kvalitativa studie är att öka kunskapen om hur montessorilärare inkluderar matematiskt särbegåvade elever genom en differentierad undervisning. Detta gjordes genom semistrukturerade intervjuer med nio montessorilärare från hela Sverige. Samtliga undervisar, eller har undervisat, i matematik i årskurs f-3 och de har alla erfarenhet av matematiskt särbegåvade elever. Montessorilärarna ombads beskriva hur de planerar sin undervisning, hur de genomför den rent praktiskt samt att reflektera kring den här aspekten av deras jobb.    Resultatet visar att montessorilärarna differentierar undervisningen utifrån montessoripedagogikens principer om individualisering. De gör i stort sett helt individuella planeringar för varje elev som baseras på individens nivå, intressen och behov. Denna planering görs tillsammans med eleverna, som alltså kan påverka sin undervisning. När undervisningen sedan omsätts i praktik görs detta under arbetspass som är tre timmar långa. Där får eleverna själva välja vad de vill arbeta med och när. Detta innebär att det pågår en mängd olika aktiviteter samtidigt. Detta tycks vara gynnsamt för de matematiskt särbegåvade eleverna, då de tycks få en undervisning på just deras nivå. De kan också själva välja arbetstempo och därmed avancera i sin takt. Montessorimaterielen har en stor plats i lärarnas undervisning, men de särbegåvade eleverna kan, enligt de intervjuade lärarna, snabbt övergå till en abstrakt matematik.   Resultatet visar också att lärarna anser att det är av stor vikt att de matematiskt särbegåvade eleverna får utmaning och stimulans och begränsar dem därför inte i deras kunskapsinhämtning. Eleverna tillåts avancera långt över sin årskurstillhörighet. Studien visar dessutom att lärarna ser de särbegåvade eleverna som en positiv och rolig utmaning och att de tycker att det är viktigt att dessa elever inkluderas i undervisningen, istället för att lämnas ensamma i sin inlärning.    Sammantaget kan studien tyda på att montessoripedagogiken kan vara gynnsam för matematiskt särbegåvade elever.

This thesis examines how can Montessori teaching aids be used for educating persons with Down syndrome. It describes Down syndrome and mental disability that is associated with it, listing also the options for educating persons with Down syndrome by development stage. It provides an overview of Montessori pedagogics, its history, concepts and principles, and its status in the Czech Republic. It classifies Montessori pedagogics in terms of general didactics theory, and introduces Montessori therapy. The author connects Montessori to other human- centric didactic and pedagogical systems, such as structured teaching, global reading approach, Reuven Feuerstein's Instrumental Enrichment, sensory activation, basal stimulation, and psychobiography. She explains the role of teaching aids in the Montessori system and describes the materials she is using in her lessons for persons with Down syndrome. The aim and structure of such lessons are described, together with how to work with clients and their families. The author emphasizes the importance of entry diagnostics, and presents three case studies of her clients. Teaching Aids Book is attached to the thesis, presenting 92 aids. For each teaching aid, it includes a description, modifications aimed for the use of clients with Down syndrome, and diagnostic...