The purpose of my examination work was to show the need for support for students with another mother-tongue than Swedish, so that these students would be able to get through mathematics tuition better. To achieve this purpose, I chose to start from the perspective that presented itself at interviews with two class teachers and two mother-tongue supervisors. I also chose to use the qualitative research interview as study method, as I tried to understand those informing me in a thorough and in-depth way. In my study I have had a sociocultural perspective as starting point where the conceptions teaching, language and communication, support and individualizing are central for the development of knowledge.  The questions for my study during this process were as follows:  What difficulties, according to the teachers interviewed can occur for second language students in mathematics?  What ways and methods of working do the teachers chosen give priority to, so that   the second language students` results in mathematics will improve?  The results from my interviews show that the difficulties with mathematics for second anguage students can be perceived as being dependent on a combination of reasons, where amongst other things language plays a central part. Difficulties can even arise when the students have other mathematical abilities from their own home environment. Another result shows that even the class teachers are of the opinion that there are difficulties to individualize the teaching in schools with large classes. This can possibly be interpreted that those large classes in the schools can be seen as the reason for the inadequate study results in mathematics, where the students are unable to understand sufficiently suited lessons. These difficulties do not arise for the mother tongue teachers as they sit with each student individually. From these results we see that even the class teachers and mother tongue tutors have different ways and methods of working with mathematic tuition to be able to improve the results in mathematics for second language students. The result of the study shows that all teachers are of the opinion that language is a tool, thus enabling the student to succeed in mathematics. However, there is disagreement between the class teachers and mother tongue tutors, as to whether it is the student’s knowledge of Swedish or their mother tongue that could best help them in their understanding of mathematics. The study also shows that the class teachers believe that it is important that the students are allowed to sit in groups with other students and interact. However, the mother tongue tutors believe that the communication between student and tutor is the most important as they sit with each student individually and believe that the students will develop better in this way. The result of the study also shows that all teachers believe that support and motivation is required for the students to develop. The class teachers also believe that even laboratory material is excellent support for students with difficulties and should be used in teaching. However, the mother tongue tutors believe that laboratory material is good support but say that it is better to work abstractly with mathematics. From the results I am able to see, that the class teachers and mother tongue tutors give priority to different ways and methods of working with mathematics to strengthen second language students.

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.