The aim of this thesis is to ascertain how primary school teachers would like to improve their mathematics teaching. The central questions for this research are: In what ways do teachers want to improve their mathematics teaching? How do the teachers justify their statements? What main features can be distinguished out of the teachers answers? Three interviews and seven surveys have been used to collect information from a total of nine teachers, at one primary school. Teaching pupils from preschool to sixth grade. The results have been analysed, interpreted and discussed using a drama pedagogical perspective, inspired by a holistic approach to learning. In order to investigate connections between drama pedagogic and holistic perspectives on learning in the teachers’ answers, three main characteristics of drama pedagogic usage have been defined: To embody (meaning: to act and/or create); Process (meaning: learning takes time and seeks deep understanding); Play (meaning: joyful activity which involves relatively little supervision by the teacher). The results show that teachers would like to work in more practical ways, where investigative and experimental activities are more commonplace. Although not supported by all responses, a significant majority of respondents expressed belief in working methods, and reasoning about learning, with fundamental connections to a drama pedagogic and holistic perspective on learning. This thesis concludes that the teachers surveyed believe in embodiment actions as a learning medium, and that knowledge can be highlighted by the principles of process. / <p>Examensarbete nr 1 (utav totalt 2) inom lärarprogrammet med inriktning drama mot skolår 5 - 9 samt gymnasieskolan.</p>