Att sätta ord på matematiken

Abstract

This study examines how mathematics teachers in upper primary school describe language- development-oriented instruction as a supportive practice in mathematics education. The study also explores how teachers understand the relationship between language and mathematical learning, particularly in relation to text-based mathematical problems. The study takes as its starting point the idea that successful mathematical problem solving requires more than procedural calculation skills; it also depends on students’ ability to interpret linguistic information, understand mathematical concepts, and move between everyday language and subject-specific mathematical language. The empirical material consists of qualitative semi-structured interviews with mathematics teachers. The interviews were transcribed and analysed thematically, with a focus on recurring patterns in teachers’ descriptions of linguistic challenges, supportive teaching practices, and the role of subject-specific mathematical language. The analysis was also related to previous research on language and mathematics education. The findings show that teachers describe language as a central condition for students’ ability to understand and solve mathematical tasks. This is particularly evident in text-based mathematical problems, where students may be able to perform calculations but still struggle to interpret what the task requires. The findings also show that teachers use various supportive practices, such as joint reading of tasks, explicit work with mathematical concepts, visual support, classroom dialogue, and, in some cases, students’ multilingual resources. A central conclusion is that language-development-oriented mathematics instruction involves a didactic balance between making mathematical content linguistically accessible and supporting students’ progression towards a more precise subject-specific mathematical language.