Matematik har ett unikt ämnesspråk som elever behöver behärska både skriftligt som muntligt. Brister i den muntliga matematiska kommunikationsförmågan bidrar till att elever med matematiksvårigheter inte får godkänt betyg i matematik för årskurs 9. Dessa elever behöver hjälp och stöd från sin omgivning för att inte riskera att bli underkända. Denna studie har genomförts med syftet att skildra och analysera matematiklärares syn på stödjande faktorer för elever med matematiksvårigheter med fokus på den muntliga matematiska kommunikationsförmågan. Som metod har en innehållsanalytisk forskningsansats med induktiv tematiseringsmetodik använts och studien baseras på fem semistrukturerade intervjuer. Matematiklärares synsätt har bedömts vara möjliga att skildras och analyseras genom följande sex teman: 1. Balansen mellan muntlig och skriftlig kommunikation 2. Den muntliga kommunikationsförmågans beståndsdelar 3. Aktiviteter baserade på elevernas behov 4. Stödjande lärandemiljö för eleven 5. Elevens deltagande i matematiska diskussioner 6. Samarbete med föräldrar De intervjuade lärarna är eniga om att elever med matematiksvårigheter behöver anpassningar av innehåll och kunskapsmål för den muntliga matematiska förmågan. Det råder dock ingen enighet i lärares syn på adekvata mål och innehåll, utan detta anses vara ett resultat av en mängd faktorer såsom elevernas förkunskaper, lärares tolkning av läroplanen, den skriftliga tyngdpunkten i matematik, få bedömningsmoment för den muntliga förmågan, stress och tidsbrist samt den mindre bra tillgången på specialpedagoger. Elever med matematik‐svårigheter behöver även få stöd i det sammanhang som de befinner sig i. Detta anser lärare kan hanteras genom att antingen blanda sammanhanget med olikheter i kunskap hos elever eller se till att elever med matematiksvårigheter får samarbeta med elever de känner sig trygga med. Lärare försöker även stödja eleverna med styrning, kontroll och ordning, vilket kan förklaras av att dessa elever upplevs gå igenom tonåren. Läraren gör en subjektiv bedömning av elevernas behov av styrning och detta slår då igenom på elevernas möjligheter att få vara med och påverka i olika grad. Lärare har vidare olika förväntningar på elevernas prestationer i ett deltagande, där vissa lärare anser att eleverna ska prestera varmed vissa nöjer sig med ett deltagande. Lärare har således olika fokus för dessa elever – antingen kunskapsmål eller värdemål. Det sista temat berör lärares syn på samarbetet med föräldrarna. Vissa lärare upplevs tro att denna kontakt bidrar positivt varmed andra inte har tolkats riktigt ha samma övertygelse. / Mathematics has a unique subject language that students need to master in writing as well as verbally. Shortcomings in the oral mathematical communication capacity contribute to the fact that students with mathematical difficulties do not receive an approved grade in mathematics for grade 9. These students need help and support from their environment in order not to risk being disapproved. This study has been conducted with the purpose of portraying and analyzing mathematics teachers' views on supportive factors for students with mathematical difficulties focusing on oral mathematical communication skills. As a method, a content analytical research approach with inductive thematic methodology has been used and the study is based on five semi structured interviews. Mathematics teachers' views have been judged to be possible to be depicted and analyzed by the following six themes: 1. The balance between oral and written communication 2. The oral mathematical communications skills components 3. Activities based on the students' needs 4. Supporting learning environment for the student 5. The student's participation in mathematical discussions 6. Cooperation with the parents Teachers agree that students with mathematical difficulties need adaptations of content and knowledge objectives for oral mathematical ability. However, there is no unanimity in the teacher's view of adequate goals and content, but this is considered being the result of a variety of factors such as the student's knowledge, teacher's interpretation of the curriculum, the written focus in mathematics, the lack of adequate situations to assess oral capacity, stress and time shortages and the less good availability of special educators. Students with mathematical difficulties also need support in the context they are in. This believes teachers can be managed by either blending the context of differences in student knowledge or ensuring that students with mathematical difficulties interact with friends who they feel safe interacting with. Teachers also try to support the students with control, control and order, which can be explained by the fact that these students experience through their teens. The teacher makes a subjective assessment of the students' need for governance, and this then paves the way for the students to participate and influence in different ways. Teachers also have different expectations of student performance in a participation, where some teachers believe that the students are performing, with which some people are content with a participation. Teachers thus have different focus on these students ‐ either knowledge or value goals. The last theme concerns teachers' views on cooperation with the parents. Some teachers are interpreted believing that this contact contributes positively whereas others have not been interpreted having the same beliefs.

Nationella och internationella kunskapsmätningar i matematik visar likartade resultat för flickor och pojkar. Trots det visar statistiken att flickor erhåller systematiskt högre slutbetyg. Denna studie undersöker huruvida betyg tjänar som likvärdigt mått på kunskap hos flickor och pojkar i gymnasiets matematikämne. Detta görs dels utifrån en kvantitativ ansats och dels utifrån en enkätstudie. Med utgångspunkt i nationell registerdata (SCB) för slutbetyg och resultat på nationella provet undersöks, medelst fyra olika analysmetoder, könsskillnader med avseende på kurs, skolform och län. Studien visar att flickor generellt erhåller högre slutbetyg än pojkar i relation till resultatet på nationella provet, vilket bekräftar tidigare forskning. Vidare påvisar analysen särskilt stora diskrepanser på betygsnivå C och högre; i matematikkurser på yrkesförberedande program; i senare kurser inom samtliga program; i Västernorrlands, Västmanlands, Gotlands och Kalmar län; liksom i fristående skolor. Korrelationsanalys tydliggör hur nationella provet utgör en mindre del av betygsunderlaget för flickor jämfört med pojkar. Dessutom avslöjar analysen ett omvänt samband mellan könsbetingad relativ prestation på nationella provet och avvikelse i slutbetyget. Enkätstudien undersöker bedömningspraktiken hos matematiklärare. Filtrering på lärarens kön, ålder, program och skolform, har tillämpats. Resultatet tyder på systematiska skillnader i bedömningspraktik mellan olika lärarkategorier, vilket innebär att betygssättningen kan brista i likvärdighet. Skillnader har påvisats mellan, i första hand, lärare på yrkesprogram och naturvetenskapliga program, såväl som mellan lärare i kommunala och fristående skolor. Också lärarens kön och ålder tycks ha viss betydelse. Studien avslutas med en diskussion kring möjliga lösningar. / National and international assessments in mathematics show similar results for girls and boys. Despite this, statistics show that girls receive systematically higher final grades. This study examines whether grades serve as an equivalent measure of knowledge of girls and boys in high school mathematics. This is done partly on the basis of a quantitative approach and partly on the basis of a survey. Based on national register data (Statistics Sweden) for final grades and results of national tests, using four different methods of analysis, gender differences with respect to course, school form and county, are examined. The study shows that girls generally get a higher final grade than boys in relation to their results on the national test, confirming previous research. Furthermore, the analysis shows particularly large discrepancies at grade C and higher; in mathematics courses on vocational programs; in later courses within all programs; in V¨asternorrland, V¨astmanland, Gotland and Kalmar County; as well as in independent schools. Correlation analysis clarifies how the national test constitutes a smaller part of the assessment basis for girls compared to boys. The analysis also reveals an inverse relationship between gender dependent relative performance on the national test and the final grade deviation. The survey examines the assessment practice among mathematics teachers. Filtering on the teacher’s gender, age, program and school form has been applied. The result suggests systematic differences in assessment practice between different teacher categories, implying that grades can break in equality. Differences have been shown between, primarily, teachers in vocational programs and science programs, as well as between teachers in municipal and independent schools. Also the teacher’s gender and age seems to be of some importance. The study concludes with a discussion about possible solutions.

This study offers insight into washback processes via interactions between the national test, teachers and students as well as raises questions about contemporary educational politics and standardized testing in EFL classrooms. Washback is a term for the effects a test has on teaching and learning. Standardized tests are given increased weight in Sweden and globally, risking an increase of washback. This development puts various properties of education at risk of being undermined. In Sweden, the national tests in ninth grade can be considered high-stake standardized tests since they should be particularly considered in grading. The oral subtest in English may involve specific issues due to socio-affective aspects and challenges of assessing foreign language speech. Through qualitative interviews with six English teachers in Sweden, this study explored their perceptions of washback effects of the oral subtest of English in the national tests in ninth grade. The results indicate substantial washback on teaching practices and learning behaviors, and that socio-affective aspects play a major role in teachers’ choices. Also, some teachers exhibit ambivalence to the content of the test and whether the test results should impact the grades.

International Telemetering Conference Proceedings / October 17-20, 1994 / Town & Country Hotel and Conference Center, San Diego, California / Since the Gulf War, there has been significant interest in Theater Missile Defense (TMD) resulting in funding growth from tens of millions of dollars at the time of the Gulf War to $1.7 Billion in 1994. The Ballistic Missile Defense Organization (BMDO) has developed a Theater Missile Defense test and evaluation program that will assess technological feasibility and the degree to which system functionality and performance meet technical and operational requirements. The complexity of the TMD program necessitates a comprehensive test program which includes flight testing, ground testing, and modeling and simulation. This article will provide and overview the requirements and capabilities needed to satisfy these requirements. The data processing, and telemetry communities will play a major role in providing the expertise to support the development of the nation’s future Theater Missile Defense capabilities.