Mathematics is perceived as a difficult subject to many students internationally and Sweden ranks among EU/OECD countries that perform poorly, cited in the TIMSS 2007 assessments. The aim of this essay is to investigate the causes of the poor performance in Mathematics in many of Swedish Secondary schools and it will contribute to the solutions of this problem. The framework of this essay takes into consideration issues on; school curriculum, instruction of knowledge by teachers, construction of knowledge by students, their interactions and experiences in the situation of learning. Teaching methods have been seen as the starting point upon which students can be invited to carry out communications, reasoning and arguments in mathematics. This can be useful in developing capabilities of solving mathematical problems as recommended in Secondary School regulations book. The interviewed teachers’ experiences and approaches in selecting teaching methods have been interpreted to correspond with students’ involvement in learning mathematics. The essay has found out that there is a positive effect on understanding mathematics if teachers can select teaching methods that suits a specific object of learning. This however, has left one disturbing question for further researchers to answer; to whether it is enough for highly motivated and hard working students to study mathematics based on memorized wisdom (ideas) as it does not promote mathematical awareness.