Läraren och den matematiska kommunikationen
Hur lärare tolkar och arbetar med matematisk kommunikation i årskurs Fk-3
Mathematical communicationMathematicsTeaching strategiesCommunication abilityKommunikationMatematikArbetssättKommunikationsförmåga
The Swedish curriculum points out mathematical communication as one of the importantabilities that students need to develop. Previous studies show that students have not been given the right conditions to develop this ability sufficiently. The purpose of this study is to investigate how some Swedish teachers interpret mathematical communication and how the work with this takes place in their classrooms.The investigation consists of qualitative interviews with six teachers in the grades of Fk-3. The interviews have been focused around the teacher's interpretation regarding mathematical communication, how this is reflected in their work in the classroom and also if they see any advantages or difficulties in working with mathematical communication with their pupils.The result of the study shows that the teachers are well aware of the importance of communication and they have a will and an intention to let the pupils communicate mathematically. Mathematical communication is emphasized mainly as important for the pupil's learning and understanding. A difficulty some of the teachers mention is that communication needs time and there is a risk that pupils possibility to develop communicative abilities are limited and do not get the focus the teacher actually think is needed.