Tidiga insatser - Hur kompetensen hos speciallärare med inriktning mot matematik används för att garantera tidigt stöd

Translated title of the thesis: Early interventions - How the competence of special teachers with a focus on mathematics is used to guarantee early support
  • Monica Lindblom

Student thesis: Master, one year


This study has a two part aim. The main aim is to contribute knowledge about how the competence of special teachers with specialization in mathematics development is used to guarantee early support in mathematics. The aim is also to find out what types of efforts are made against the early school years and see whether these differ depending on the grade they are used in. The background to the study is that the mathematical results on national and international surveys have been low for many years. The Government has therefore made a change in the Education Act, a "read-write-count guarantee" to ensure that all pupils early receive the support they need. The study has a quantitative approach with qualitative elements. A survey with both closed and open questions was conducted with 35 respondents. All respondents were educated special teachers with a mathematics specialization (some under educating) and works as special teachers with f-3 completely or partially. The study's theoretical framework and analytical tools are based on the system theory together with the special educational perspectives relational and compensatory. The results of the study show that special teachers' competence is not utilized to the extent advocated by the National Agency for Education in the work with the compulsory mapping materials in preschoolclass and year 1. Furthermore, the study showed that significantly more efforts are made after students have started Primary School than in preschool class, and that these efforts in principle is constant through the third grade. The study also shows that special education teachers spend a lot of time on reactive work in the form of mapping and work with individual students or students in a small group. This compared to proactive work in the form of mathematical development and planning with pedagogues for new work areas. The study's results indicate that schools can increase students' goal achievement in mathematics by using special teachers in more proactive work. They can also increase by prioritizing efforts in preschool class and grades 1-2 to a higher degree as research shows a clear connection between early knowledge and mathematical success later on.

Date of Award2021-Mar-02
Original languageSwedish
SupervisorLotta Leden (Supervisor) & Carin Roos (Examiner)

University credits

  • 15 HE credits

Swedish Standard Keywords

  • Pedagogical Work (50304)
  • Pedagogy (50301)
  • Didactics (50302)


  • read-write-count-guarantee
  • special teacher
  • mathematics
  • early intervention
  • proactive work

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