Sammanfattning Den aktuella forskning är entydig gällande hur den största delen av matematikundervisningen bedrivs på grundskolan; katederundervisning och individuellt räknande i matematikböcker är dominerande. Det finns belägg för att detta även är en trolig bild av gymnasiematematiken, trots ringa forskning inom området. I den aktuella matematikdidaktiska forskningen framförs att denna typ av traditionell undervisning inte leder till måluppfyllelse för alla elever. Därför efterfrågas undervisningssätt innehållande annat än katederundervisning och enskild räkning i matematikboken. Vi har i denna studie lyckats lokalisera och beskriva fyra olika undervisningssätt som uppfyller detta kriterium. Vi har kommit fram till detta främst genom att låta matematiklärare, verksamma inom gymnasiet beskriva sina undervisningssätt. De fyra undervisningssätten som vi lokaliserat skiljer sig, enligt vår kategorisering, i låg, måttlig och hög grad från det traditionella undervisningssättet. Vi har även inom ramen för detta examensarbete utkristalliserat och jämfört de förklaringar som studiens lärare uppger vara anledningen till att de valt att undervisa på det sätt som de gör. De uppger att fortbildning, kollegialt stöd samt egen drivkraft varit de främsta förklaringarna till utveckling av undervisningen. Nyckelbegrepp:  Undervisningssätt,  matematik,  gymnasium,  traditionellt  undervisningssätt, alternativt undervisningssätt.

<p>Meeting the pupils at work it is important to endeavor an adjustment of the education with the purpose of developing the individual person. To make this possible it requires, except for the intentions of teaching with an individual adjustment, the teacher to make oneself acquainted with the schools work and liability. This is especially important in the work with students with difficulties. for this group of students perhaps an alternative form of education would be to prefer.</p><p>As method of investigation I used a qualitative case study with a teacher who uses, what I would call, an alternative way of teaching. as a teacher you should pay attention to, and be aware of, how you effect your pupils and with this as a starting point conduct oneself. A way of working that fits my personality may take time to develop and it is important that this is allowed. Learning is an ever going process, as well for the teacher as for the pupils.</p><p>Key words: Alternative way of teaching, individual adjustment, students in difficulties.</p>

Meeting the pupils at work it is important to endeavor an adjustment of the education with the purpose of developing the individual person. To make this possible it requires, except for the intentions of teaching with an individual adjustment, the teacher to make oneself acquainted with the schools work and liability. This is especially important in the work with students with difficulties. for this group of students perhaps an alternative form of education would be to prefer. As method of investigation I used a qualitative case study with a teacher who uses, what I would call, an alternative way of teaching. as a teacher you should pay attention to, and be aware of, how you effect your pupils and with this as a starting point conduct oneself. A way of working that fits my personality may take time to develop and it is important that this is allowed. Learning is an ever going process, as well for the teacher as for the pupils. Key words: Alternative way of teaching, individual adjustment, students in difficulties.