Multiplikation ingår i många delar av matematiken, vilket gör att goda kunskaper och förståelse för multiplikation ses vara av betydelse för eleverna. Samtidigt ses det inte helt oproblematiskt att lära in dessa kunskaper. Syftet med denna studie är att undersöka vad matematiklärare i årskurs 4–6 anser är svårt för elever att lära in vid undervisning av multiplikation samt vilka metoder och resurser dessa lärare använder för att utveckla elevernas multiplikativa tänkande. Undersökningen genomfördes genom kvalitativa intervjuer med matematiklärare, där insamlad data sedan analyserades utifrån Lithners (2008) ramverk. Resultatet visar att det finns flera svårigheter som kan uppstå vid lärande av multiplikation, men där den främsta svårigheten för eleverna är att lära sig multiplikationstabellens utantill. Vidare visar resultatet att lärarna aktivt arbetar med att eleverna ska förstå och kunna omsätta sina kunskaper i olika sammanhang, där samtidigt vissa metoder och resurser ses vara mindre gynnsamma för utveckling av det multiplikativa tänkandet. Denna studie visar att multiplikation innefattar olika typ av kunskap, vilka är viktiga för att eleverna ska kunna utvecklas inom skolans matematik. Studien ses även bidra till kunskaper om hur undervisningen i multiplikation kan utvecklas vidare. / Multiplication is included in many parts of mathematics, which means that good knowledge and understanding of multiplication is important for students. At the same time, learning multiplication is not unproblematic. The purpose of this study is to investigate what mathematics teachers in grade 4–6 consider difficult for students to learn in the teaching of multiplication, and what methods and resources these teachers use to develop students` multiplicative thinking. The survey was conducted through qualitative interviews with mathematics teachers, where collected data was analyzed based on Lithner’s (2008) framework. The results show several difficulties that can arise when learning multiplication, but where the main difficulty for the students consists of learning the multiplication tables by rote. The results also show that the teachers actively work with the students to understand and be able to transform their knowledge into different contexts. At the same time, certain methods and resources considered to be less favorable for the development of multiplicative thinking. This study shows that multiplication involves different types of knowledge, which are important for students to be able to develop within school mathematics. The study also contributes with knowledge about how teaching in multiplication can be further developed.

This study serves as a response to a development need where difficulties regarding students' ability to solve mathematical problems were observed in two schools. The aim of this study has been to investigate the effects of using cooperative learning when teaching mathematics for students’ mathematics development. Specifically, it examines students’ conceptual and procedural knowledge in problem solving with a focus on proportionality. To study this, the following three questions were posed:  What differences are identified in the students' post-tests regarding their procedural and conceptual knowledge in problem solving with a focus on proportionality? What basic cooperative principles are made visible in the student groups during the  problem-solving lessons? How can cooperative learning contribute to students' mathematics development with a  focus on conceptual and procedural knowledge in the field of problem solving?  To answer these questions, qualitative text analyses have been carried out with the help of an analysis tool based on theories of conceptual and procedural knowledge. The texts have consisted of eight selected students' pre- and post-tests consisting of problem-solving tasks with a focus on proportionality. Between the pre- and post-tests, a total of four cooperative lessons have been completed and observed based on a structured observation schedule founded on the five basic principles of cooperative learning. The results of the study show that there has been a development in seven out of eight students regarding their conceptual and procedural knowledge. During the cooperative lessons, all five basic principles for cooperative learning could be observed, although to varying degrees in the different working groups. Based on this, it can be interpreted as reasonable that there are certain correlations between specific students' mathematics development and cooperative learning. Therefor it is plausible that cooperative learning can be assumed to have a positive effect on students’ mathematics development. However, it is important to keep in mind that cooperative learning does not automatically contribute to the mathematical development of students, nor is it a form of work that suits all students.