Dyscalculia means that one has specific mathematical difficulties. Teachers meet students with difficulties in mathematics daily, which made it interesting to examine teachers' experiences with dyscalculia. The purpose of the study is to investigate how teachers describe their knowledge of dyscalculia and how they work with students in need of support to develop their mathematical skills. To investigate this, we have conducted a qualitative study where eight teachers were interviewed at different schools in different municipalities. The study rests on the compensatory perspective and the dilemma perspective in that the theories aim to understand the teachers' experiences around the concept of dyscalculia and how the teachers meet students with mathematical difficulties. The teachers describe that they have insufficient experience in dyscalculia but that they work a lot with concrete material. The national assessment support is used with students who are in or suspected to be in difficulties. The results show, among other things, that the teachers' experiences with dyscalculia may be because they have not been offered education or further training in dyscalculia. The teachers' perceptions are that there is more focus on reading and writing difficulties and therefore they have been offered more continuing education in that area than they received in dyscalculia.
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:kau-100679 |
| Date | January 2024 |
| Creators | Gren, Lina, Rosenlöf, Martina |
| Publisher | Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013) |
| Source Sets | DiVA Archive at Upsalla University |
| Language | Swedish |
| Detected Language | English |
| Type | Student thesis, info:eu-repo/semantics/bachelorThesis, text |
| Format | application/pdf |
| Rights | info:eu-repo/semantics/openAccess |
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