I denna studie undersöker jag hur andraspråkselevers matematiska kunskaper bedöms, när matematikkunskaper ligger på högre nivå än de språkliga. Jag utgick från lärarens perspektiv gällande: vilka tillvägagångssätt en lärare använder för att bedöma eleverna, hur språket blir ett hinder och hur läraren gör för att undvika att språket ska vara ett hinder. För att besvara dessa frågor intervjuade jag två olika lärare på olika skolor som har även olika förutsättningar. Resultaten visar att lärare använder sig av kartläggning och matematikuppgifter, men de tar även hänsyn till att eleverna ännu inte har utvecklat språket genom att använda sig resurser som kan översätta och erbjuda andra uttrycksformer som ”plockisar”. / This study focuses on how second language pupils’ mathematical knowledge is accessed, when their mathematical knowledge is at a higher level than the linguistic knowledge. I focused on the teacher’s perpective regarding: What approaches a teacher uses to assess pupils, how the language becomes an obstacle and how the teacher does to avoid the language to be an obstacle. To answer these wuestions, i interviewed two different teachers at different schools who also have different conditions. The results show that teacheras use a survey and math problem, however they also take into account that pupils have not yet develop the language. Therefore they use  other resources for example a translater and other forms of expression such as ”plockisar”.

This dissertation focuses on the experiences of second language pupils which involve linguistic encounters. The overarching aim is to analyse second language pupils' encounters with Swedish as a Second Language and the Swedish school, using a “curriculum theory” and a ”life story” approach". The goal is achieved by examining two empirical contexts which can be described as expressed and experienced curricula. In the first context, an idea analysis is carried out of the contents of the syllabi and curricula for Swedish as a Second Language over a period of time. In the second context, a narrative analysis is carried out of the life stories given by second language pupils of their encounter with Swedish as a Second Language and the Swedish school. Trainee teachers with Swedish as a Second Language participate by telling their life stories. A framework for interpretation emerges by reasoning about language and the creation of meaning, as well as about culture, cultural capital, similarities/differences, compensating/completing and limited participation/full participation. The reasoning leads to the construction of a theoretical interpretation framework and prisms through which the offered and experienced learning can be studied. The analysis shows that what is on offer in the curricula and syllabi is mainly monocultural. It shows that a new subject has grown up based on the need to teach pupils about the Swedish cultural heritage and Swedish norms. Moreover, both changes in the expressed educational ideals over a period of time and contradictory educational ideals become evident. It is also clear that those providing the information felt both different and excluded. They were not monolingual, and did not have Swedish as their mother tongue. To make up for this lack of Swedishness, they were separated from the other classmates and offered special teaching in an attempt to compensate. They also received mother tongue tuition, which was not in Swedish, and this became a problem for those around them, who considered this was an easy option. The second language tuition they were offered focussed partly on their mistakes and shortcomings, and partly on the Swedish cultural heritage. Their earlier experience and skills were not used.

Syftet med denna studie är att prova en hypotes om att textlängd, meningslängd och fundamentslängd ökar i takt med att yngre andraspråkselever blir mer erfarna skribenter. I studien belyser vi elevers skrivutveckling genom dessa tre aspekter. Vårt material består av 32 elevtexter skrivna av andraspråkselever under årskurs 1 och 2. Studien bygger på en kvantitativ metod och är därför baserad på positivism som teoretisk utgångspunkt. Materialet analyseras med ett digitalt textverktyg som används för att beräkna text- och meningslängden.

<p>Thanks to I have got to explore different teaching ways around the problem solving in a year 3, in a multicultural school which is located south of Stockholm, I have been able to answer my question at issue in my degree work. My question at issue on this investigation and the purpose with my degree work was to explore different teaching ways that promotes pupils with another mother tongue than Swedish, to develop reading comprehension and to get a better understanding of mathematical concepts in problem solving tasks. On this investigation have I chosen to teach these pupils to explore, reach and gain a deeper understanding of what teaching about problem solving promotes these pupils. I have when it concerns choice of method and material collections assumed from a qualitative investigation and gathered the material with help from participation notices and interviews. </p><p>I have in my investigation reached the conclusion that those pupils with another mother tongue than Swedish developed reading comprehension and got a better understanding of mathematical concepts in problem solving tasks by being taught in a creative and varied teaching. A creative and varied teaching as I taught those pupils in contained:</p><ul><li>the pupils had to work with living-related problem tasks</li><li>the pupils had to work in pairs to resolve problem solving</li><li>the pupils had to work in larger groups to resolve problem solving</li><li>the pupils had to work in a creative way, by writing and drawing pictures and do their own mathematical fairy tale in problem solving</li><li>the pupils had to work with manipulatives to resolve problem solving in half classes.</li></ul> / <p>Tack vare att jag fick undersöka olika undervisningssätt runt problemlösning i en årskurs 3, i en mångkulturell skola som ligger söder om Stockholm, har jag kunnat besvara min frågeställning i mitt examensarbete. Syftet med examensarbetet var att undersöka vilken undervisning som gynnar elever med annat modersmål än svenska att utveckla läsförståelsen och få en ökad förståelse för matematiska begrepp i problemlösningsuppgifter. I undersökningen har jag valt att själv undervisa eleverna för att kunna undersöka, komma fram till och få en djupare förståelse om vilken undervisning runt problemlösning som gynnar dessa elever. När det gäller mitt val av metod och materialinsamling har jag valt att utgå från en kvalitativ undersökning, där jag har använt mig av deltagande observationer och intervjuer. </p><p>Jag har i min undersökning kommit fram till att dessa elever med annat modersmål än svenska utvecklade läsförståelsen och fick en ökad förståelse för matematiska begrepp i problemlösningsuppgifter genom att undervisas i en kreativ och varierad undervisning. En kreativ och varierad undervisning som jag undervisade eleverna i bestod av:</p><ul><li>att eleverna fick arbeta med elevnära problemuppgifter</li><li>eleverna fick arbeta med att lösa problemlösning i par</li><li>eleverna fick arbeta med att lösa problemlösning i större grupper</li><li>eleverna fick arbeta kreativt, genom att skriva och rita bilder och egna räknehändelser i problemlösning</li><li>eleverna fick arbeta med laborativt medel för att kunna lösa problemuppgifter i halvklasser.</li></ul>

Thanks to I have got to explore different teaching ways around the problem solving in a year 3, in a multicultural school which is located south of Stockholm, I have been able to answer my question at issue in my degree work. My question at issue on this investigation and the purpose with my degree work was to explore different teaching ways that promotes pupils with another mother tongue than Swedish, to develop reading comprehension and to get a better understanding of mathematical concepts in problem solving tasks. On this investigation have I chosen to teach these pupils to explore, reach and gain a deeper understanding of what teaching about problem solving promotes these pupils. I have when it concerns choice of method and material collections assumed from a qualitative investigation and gathered the material with help from participation notices and interviews.  I have in my investigation reached the conclusion that those pupils with another mother tongue than Swedish developed reading comprehension and got a better understanding of mathematical concepts in problem solving tasks by being taught in a creative and varied teaching. A creative and varied teaching as I taught those pupils in contained: the pupils had to work with living-related problem tasks the pupils had to work in pairs to resolve problem solving the pupils had to work in larger groups to resolve problem solving the pupils had to work in a creative way, by writing and drawing pictures and do their own mathematical fairy tale in problem solving the pupils had to work with manipulatives to resolve problem solving in half classes. / Tack vare att jag fick undersöka olika undervisningssätt runt problemlösning i en årskurs 3, i en mångkulturell skola som ligger söder om Stockholm, har jag kunnat besvara min frågeställning i mitt examensarbete. Syftet med examensarbetet var att undersöka vilken undervisning som gynnar elever med annat modersmål än svenska att utveckla läsförståelsen och få en ökad förståelse för matematiska begrepp i problemlösningsuppgifter. I undersökningen har jag valt att själv undervisa eleverna för att kunna undersöka, komma fram till och få en djupare förståelse om vilken undervisning runt problemlösning som gynnar dessa elever. När det gäller mitt val av metod och materialinsamling har jag valt att utgå från en kvalitativ undersökning, där jag har använt mig av deltagande observationer och intervjuer.  Jag har i min undersökning kommit fram till att dessa elever med annat modersmål än svenska utvecklade läsförståelsen och fick en ökad förståelse för matematiska begrepp i problemlösningsuppgifter genom att undervisas i en kreativ och varierad undervisning. En kreativ och varierad undervisning som jag undervisade eleverna i bestod av: att eleverna fick arbeta med elevnära problemuppgifter eleverna fick arbeta med att lösa problemlösning i par eleverna fick arbeta med att lösa problemlösning i större grupper eleverna fick arbeta kreativt, genom att skriva och rita bilder och egna räknehändelser i problemlösning eleverna fick arbeta med laborativt medel för att kunna lösa problemuppgifter i halvklasser.

This thesis deals with the theme of integration and education of foreign pupils at primary schools. Further, it presents the findings which are connected with this theme. It focuses on classification of challenges and problems which can occur when the pupil starts to attend a school in a foreign country, and tries to find possible solutions and preventive measures as well. It has been confirmed that teachers see positive contribution of a foreign pupil in the class but they also admit and express concerns about insufficient preparedness and the lack of materials for work with the foreign pupils. The empirical part of this paper analyses three case studies which have been made thanks to observation of the foreign pupils and thanks to interviews with their class teachers. This part also concerns with teachers' opinions and their view of the challenges that are brought up by the presence a foreign pupil. The outcome of the thesis is a set of sample work sheets intended for foreign pupils. These worksheets are compatible with the textbooks for teaching Czech language which are commonly used at primary schools. Key words Integration, second language pupils, foreign pupils, students-foreigners, adaptation, intercultural education, inclusion, cultural differences, multicultural education,...