<p><p>The aim of this thesis is to investigate how some Proshika-teachers describe their mathematic teaching. Proshika is a non government organisation in Bangladesh. One of Proshika’s areas is to provide school attendance for children of poor households on the countryside. We chose to do a qualitative study, and interviewed teachers at six different Proshika-schools. We also made five observations in order to formulate relevant interview questions.</p><p>The result from the interviews shows that the teaching looks similar in the schools. The mathematic book has a dominating position in the teaching. The students calculate the same task at the same time and they calculate every task in the book. Group work exists and concrete materials are used as equipment in the teaching. To get better conditions in the teaching, the respondents want further education and cooperate with other teachers to improve their knowledge about different work methods and to develop their teaching. They also want more materials and breaks during the school day. Some of the teachers can think of having longer school days. Later in the thesis we reflect on how it is to collect data in another culture, how the researcher affects the result and how our theoretical framework can be relevant in this study.</p></p>

The aim of this thesis is to investigate how some Proshika-teachers describe their mathematic teaching. Proshika is a non government organisation in Bangladesh. One of Proshika’s areas is to provide school attendance for children of poor households on the countryside. We chose to do a qualitative study, and interviewed teachers at six different Proshika-schools. We also made five observations in order to formulate relevant interview questions. The result from the interviews shows that the teaching looks similar in the schools. The mathematic book has a dominating position in the teaching. The students calculate the same task at the same time and they calculate every task in the book. Group work exists and concrete materials are used as equipment in the teaching. To get better conditions in the teaching, the respondents want further education and cooperate with other teachers to improve their knowledge about different work methods and to develop their teaching. They also want more materials and breaks during the school day. Some of the teachers can think of having longer school days. Later in the thesis we reflect on how it is to collect data in another culture, how the researcher affects the result and how our theoretical framework can be relevant in this study.