Speciallärarens roll i matematikundervisningen för att möjliggöra lärandet för flerspråkiga elever utifrån deras starkaste språk

Abstract

The purpose of the study is to shed light on the special teacher's role in mathematics teaching for multilingual students and to see what conditions there are for using their strongest language in mathematics teaching. In previous research, the low expectations teachers have of multilingual students' ability to take on mathematical tasks are taken into account, but also the advantages of eleven being allowed to use their strongest language to succeed in mathematics teaching. According to the degree regulations, the special needs teacher must demonstrate knowledge about the student's language and concept development, and remove obstacles in the learning environment for eleven who need support in it. We therefore want to see what conditions the student have to use their strongest language in mathematics teaching. The theoretical starting point of the study is the socio-cultural perspective, which is relevant for studies in education, as central conclusions in multilingualism research complement with socio-cultural research that highlights the interaction and the crucial importance of interaction for language development. Semi-structured interviews of nine special needs teachers who are trained special needs teachers in mathematics development provide a basis for study results. Semi-structured interviews are a method in qualitative studies. Based on the special result, the teacher can not see his role in supporting students based on a strongest language other than Swedish. Instead, they see their role in managing and coordinating between teachers and study supervisors. They also say that it is their role in first mapping out whether eleven have difficulties in the subject of mathematics, but that they rarely or never conduct teaching with the multilingual students. Eliminating obstacles in the student's learning environment is also a task special teachers have designed from the support structure of multilingual students. Prerequisites for using their strongest language differ between schools depending on resources and experience from conducting teaching for multilingual students in mathematics. The study's special pedagogical relevance is made visible by the fact that the special needs teacher is an important link to teachers, mother tongue teachers and study supervisors so that students receive the support they are entitled to based on their strongest language.

Date of Award	2022-Jun
Original language	Swedish
Supervisor	Anna Jahnsén (Supervisor), Cecilia Segerby (Assessor) & Daniel Östlund (Examiner)