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The purpose of this study is to highlight how some mathematics teachers, in Sweden, in grades 7–9 work on language development in their teaching. Many of today's math tasks contain a lot of text and it turns out that there is a strong connection between students' mathematical ability and students' reading ability. To highlight how mathematics teachers can work with this, in their teaching, a qualitative study was conducted. Three mathematics teachers and one mathematics developer were interviewed. Variation theory was used to analyze the result. The results show that teachers work in different ways when they introduce new concepts in teaching, but that it is precisely the meaning of the concepts and a deeper understanding that are important for the students' knowledge development. Furthermore, the results show that mathematics has a complicated language, and that training is required to be able to read mathematical texts. The results revealed the importance of working multimodal in the classroom to enable all students' learning. The outcome is that reading comprehension must be integrated in mathematics teaching, since this support students to improvement of a deeper mathematical understanding. |
