Identifiera och förebygga matematiksvårigheter
: Snabbt kartläggningsverktyg och explicit klassundervisning

Translated title of the thesis: Identify and prevent mathematical difficulties: Simple test mapping tool and explicit classroom teaching
  • Christina G W Gustafsson

Student thesis: Professional degree, Advanced level


This study has a twofold aim. One aim is to compare the National Assessment Grants (NB) in mathematics for preschool class and grades 1-3 with Number Sets Test (NST), to determine if it can detect the same students who need extra support in their mathematics development. The second is to contribute with knowledge about how teachers design support structures in their mathematics teaching to make it explicit, and what effect such teaching has for students who show a need for support in mathematics via tests. The background study is that 1) nationally there is a knowledge gap regarding research on rapid and effective tests in mathematics where symbolic and non-symbolic size processing is considered, 2) research studies show that about 20 percent of Swedish students have mathematical difficulties, and 3) studies show that a structured and explicit teaching improves the capacity of students with learning disabilities.
The study has both a quantitative and a qualitative approach. Two preschool classes and two year 1 classes have been studied in detail via classroom observation (appendix 8, 9) and interviews have been conducted with the class teachers. The students and the teachers have evaluated an analysis model for mathematics teaching. The theoretical framework and analytical tools of the study’s are based on the theory of variation, Vygotsky's proximal development zone, scaffolding and Foundationl Number Sense (FoNS) evaluation tools.
The study shows that NST is comparable to NB in detecting students who are in need of support in mathematics, which means that NST could be a complement for special needs teachers when they map students. The study reveals four success factors regarding explicit teaching; students' participation, FoNS, variation of forms of representation and half-class lessons in mathematics. The crucial difference for student results is about students' participation, that all students are involved in the different lesson elements and are affected by the teacher's different support structures / scaffolding tools.
The results of the study indicate that schools can quickly test students by using NST, increase students' goal fulfilment in mathematics by involving concrete material and more scaffolding in teaching, as well as encourage teachers to analyze their lessons with simple analytic models.
Date of Award2021
Original languageSwedish
SupervisorIngemar Holgersson (Supervisor), Lotta Leden (Supervisor) & Daniel Östlund (Examiner)

Educational program

  • Special Education Teacher Programme

University credits

  • 15 HE credits

Swedish Standard Keywords

  • Pedagogical Work (50304)

Cite this