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Både matematiskt och relationellt kunnande hos lärarebehöver tillämpas för att elever ska bli inkluderade imatematik. Elever som möter olika svårigheter kan fåmöjlighet att delta och tillägna sig matematikämnetpå ett meningsfullt sätt i en klassrumsgemenskap.Malin Gardestens avhandling visar att såväl didaktisksom rumslig och social inkludering blir resultatet närläraren tillämpar både ett matematiskt och relationelltkunnande i sin undervisning (Gardesten, 2023b).

Likvärdigheten i möjligheter att tillgodogöra sig matematiska kunskaper har minskat för elever i svensk grundskola. Studien undersöker hur matematiskt och relationellt kunnande hos lärare kan främja elevers matematiklärande i inkluderande undervisning. Resultatet visar att lärares matematiska och relationella kunnande påverkar elevernas deltagande på olika sätt. För att främja inkluderande matematikundervisning bör de relationella aspekterna, såsom interaktionen mellan lärare och elev, beaktas.

This systematic literature review focuses on co-teaching and inclusion in mathematics education. Co-teaching, in which two or more teachers share responsibility for students’ mathematical learning, can cater to students in need of special education. Through a narrative synthesis of 15 articles found through searches in 5 databases, this study investigates what characterizes coteaching and how it contributes to students’ inclusion in mathematics education. The review was conducted by identifying the focus, specifying review questions, determining studies to include, deciding on data to extract, and reporting the results. The findings show that co-teaching can contribute to spatial inclusion in mathematics education, implying that all students can be taught in the same classroom. Furthermore, co-teaching that contributes to social and didactical inclusion addresses all students’ mathematical learning if it is flexibly organized. Therefore, students struggling to gain access to mathematics and those requiring extra challenges in mathematics learning can benefit from this teaching model.

This systematic literature review focuses on co-teaching and inclusion in mathematics education. Co-teaching, in which two or more teachers share responsibility for students’ mathematical learning, can cater to students in need of special education. Through a narrative synthesis of 15 articles found through searches in 5 databases, this study investigates what characterizes coteaching and how it contributes to students’ inclusion in mathematics education. The review was conducted by identifying the focus, specifying review questions, determining studies to include, deciding on data to extract, and reporting the results. The findings show that co-teaching can contribute to spatial inclusion in mathematics education, implying that all students can be taught in the same classroom. Furthermore, co-teaching that contributes to social and didactical inclusion addresses all students’ mathematical learning if it is flexibly organized. Therefore, students struggling to gain access to mathematics and those requiring extra challenges in mathematics learning can benefit from this teaching model.

This systematic literature review focuses on co-teaching and inclusion in mathematics education. Co-teaching, in which two or more teachers share responsibility for students’ mathematical learning, can cater to students in need of special education. Through a narrative synthesis of 15 articles found through searches in 5 databases, this study investigates what characterizes coteaching and how it contributes to students’ inclusion in mathematics education. The review was conducted by identifying the focus, specifying review questions, determining studies to include, deciding on data to extract, and reporting the results. The findings show that co-teaching can contribute to spatial inclusion in mathematics education, implying that all students can be taught in the same classroom. Furthermore, co-teaching that contributes to social and didactical inclusion addresses all students’ mathematical learning if it is flexibly organized. Therefore, students struggling to gain access to mathematics and those requiring extra challenges in mathematics learning can benefit from this teaching model.

From an inclusive perspective in mathematics education, the aim of this Ph.D. thesis is to gain profound knowledge of didactical and relational aspects of mathematics teaching concerning students’ participation in mathematics education. The overarching research questions delve into methodological and theoretical aspects that enable the study of enacted mathematical and relational knowing of teachers, as well as how mathematical and relational knowing supports inclusion in mathematics for students. Three studies were conducted. The first study investigated the possibilities of various data collection methods to document mathematics teachers’ reflections on mathematical and relational knowing in mathematics education. The second study aimed to gain theoretical and empirical insights into teachers’ mathematical and relational knowing, as well as into students’ participation in mathematics. The third study examined earlier research regarding how co-teaching organized mathematics education can contribute to inclusion. These three studies generated four publications that answered the overarching research questions. The methodological and theoretical findings emphasize the complexity involved in exploring inclusive mathematics education. Understanding mathematical and relational knowing of teachers requires abroad conceptual framework that considers how these forms of knowing come into play when teaching. The coordinated conceptual frameworks used have core elements connected to the situated nature of inclusive mathematics education. These frameworks are based on contextual factors that focus on how and when teaching materials, mathematical examples and connections are used. They also consider the particular teacher-student interactions that occur in the moments of teaching. Hence, from a special didactic perspective, it is essential to emphasize not only the ‘what, ‘how,’ and ‘why’, but also the ‘when’ question, considering both mathematical and relational knowing in the

From an inclusive perspective in mathematics education, the aim of this Ph.D. thesis is to gain profound knowledge of didactical and relational aspects of mathematics teaching concerning students’ participation in mathematics education. The overarching research questions delve into methodological and theoretical aspects that enable the study of enacted mathematical and relational knowing of teachers, as well as how mathematical and relational knowing supports inclusion in mathematics for students. Three studies were conducted. The first study investigated the possibilities of various data collection methods to document mathematics teachers’ reflections on mathematical and relational knowing in mathematics education. The second study aimed to gain theoretical and empirical insights into teachers’ mathematical and relational knowing, as well as into students’ participation in mathematics. The third study examined earlier research regarding how co-teaching organized mathematics education can contribute to inclusion. These three studies generated four publications that answered the overarching research questions. The methodological and theoretical findings emphasize the complexity involved in exploring inclusive mathematics education. Understanding mathematical and relational knowing of teachers requires abroad conceptual framework that considers how these forms of knowing come into play when teaching. The coordinated conceptual frameworks used have core elements connected to the situated nature of inclusive mathematics education. These frameworks are based on contextual factors that focus on how and when teaching materials, mathematical examples and connections are used. They also consider the particular teacher-student interactions that occur in the moments of teaching. Hence, from a special didactic perspective, it is essential to emphasize not only the ‘what, ‘how,’ and ‘why’, but also the ‘when’ question, considering both mathematical and relational knowing in the

From an inclusive perspective in mathematics education, the aim of this Ph.D. thesis is to gain profound knowledge of didactical and relational aspects of mathematics teaching concerning students’ participation in mathematics education. The overarching research questions delve into methodological and theoretical aspects that enable the study of enacted mathematical and relational knowing of teachers, as well as how mathematical and relational knowing supports inclusion in mathematics for students. Three studies were conducted. The first study investigated the possibilities of various data collection methods to document mathematics teachers’ reflections on mathematical and relational knowing in mathematics education. The second study aimed to gain theoretical and empirical insights into teachers’ mathematical and relational knowing, as well as into students’ participation in mathematics. The third study examined earlier research regarding how co-teaching organized mathematics education can contribute to inclusion. These three studies generated four publications that answered the overarching research questions. The methodological and theoretical findings emphasize the complexity involved in exploring inclusive mathematics education. Understanding mathematical and relational knowing of teachers requires abroad conceptual framework that considers how these forms of knowing come into play when teaching. The coordinated conceptual frameworks used have core elements connected to the situated nature of inclusive mathematics education. These frameworks are based on contextual factors that focus on how and when teaching materials, mathematical examples and connections are used. They also consider the particular teacher-student interactions that occur in the moments of teaching. Hence, from a special didactic perspective, it is essential to emphasize not only the ‘what, ‘how,’ and ‘why’, but also the ‘when’ question, considering both mathematical and relational knowing in the

From an inclusive perspective in mathematics education, the aim of this Ph.D. thesis is to gain profound knowledge of didactical and relational aspects of mathematics teaching concerning students’ participation in mathematics education. The overarching research questions delve into methodological and theoretical aspects that enable the study of enacted mathematical and relational knowing of teachers, as well as how mathematical and relational knowing supports inclusion in mathematics for students. Three studies were conducted. The first study investigated the possibilities of various data collection methods to document mathematics teachers’ reflections on mathematical and relational knowing in mathematics education. The second study aimed to gain theoretical and empirical insights into teachers’ mathematical and relational knowing, as well as into students’ participation in mathematics. The third study examined earlier research regarding how co-teaching organized mathematics education can contribute to inclusion. These three studies generated four publications that answered the overarching research questions. The methodological and theoretical findings emphasize the complexity involved in exploring inclusive mathematics education. Understanding mathematical and relational knowing of teachers requires abroad conceptual framework that considers how these forms of knowing come into play when teaching. The coordinated conceptual frameworks used have core elements connected to the situated nature of inclusive mathematics education. These frameworks are based on contextual factors that focus on how and when teaching materials, mathematical examples and connections are used. They also consider the particular teacher-student interactions that occur in the moments of teaching. Hence, from a special didactic perspective, it is essential to emphasize not only the ‘what, ‘how,’ and ‘why’, but also the ‘when’ question, considering both mathematical and relational knowing in the

This systematic literature review focuses on co-teaching and inclusion in mathematics education. Co-teaching, in which two or more teachers share responsibility for students’ mathematical learning, can cater to students in need of special education. Through a narrative synthesis of 15 articles found through searches in 5 databases, this study investigates what characterizes coteaching and how it contributes to students’ inclusion in mathematics education. The review was conducted by identifying the focus, specifying review questions, determining studies to include, deciding on data to extract, and reporting the results. The findings show that co-teaching can contribute to spatial inclusion in mathematics education, implying that all students can be taught in the same classroom. Furthermore, co-teaching that contributes to social and didactical inclusion addresses all students’ mathematical learning if it is flexibly organized. Therefore, students struggling to gain access to mathematics and those requiring extra challenges in mathematics learning can benefit from this teaching model.

Given the need to increase equity in mathematics education, this study draws on earlier research connecting the mathematical and relational know-ing of teachers to determine how such combined knowing enables elemen-tary school students’ inclusion in mathematics. Through a participatory perspective on learning based on social practice theory, empirical examples in the results illustrate how the mathematical and relational knowing of teachers enables diverse participation in communities of classroom mathe-matics. For students’ spatial, social, and mathematical inclusion in the class-room, the enactment of both mathematical and relational knowing of teachers is important. Further, the results indicate that this enactment of both mathematical and relational knowing can be made by one or two co- teachers. Thus, when advocating for inclusive and quality mathematics education for all students, the mathematical as well as the relational knowing of teachers ought to be considered.

This systematic literature review focuses on co-teaching and inclusion in mathematics education. Co-teaching, in which two or more teachers share responsibility for students’ mathematical learning, can cater to students in need of special education. Through a narrative synthesis of 15 articles found through searches in 5 databases, this study investigates what characterizes coteaching and how it contributes to students’ inclusion in mathematics education. The review was conducted by identifying the focus, specifying review questions, determining studies to include, deciding on data to extract, and reporting the results. The findings show that co-teaching can contribute to spatial inclusion in mathematics education, implying that all students can be taught in the same classroom. Furthermore, co-teaching that contributes to social and didactical inclusion addresses all students’ mathematical learning if it is flexibly organized. Therefore, students struggling to gain access to mathematics and those requiring extra challenges in mathematics learning can benefit from this teaching model.

The latest international comparative studies have shown that Swedish students’ achievements have increased slightly. However, at the same time, the equity in Swedish mathematics education has decreased, as in the difference between low- and high-achieving students’ attainment (Swedish National Agency for Education, 2019). Since differently achieving students are taught in the same classroom in Sweden, the teacher becomes an important factor in including students in need of special education in mathematics to improve their achievement. Well-known research in mathematics education emphasizes the importance of teachers’ specialized content knowledge when teaching mathematics (e.g. Ball et al., 2008; Rowland, 2013). In addition, results from studies in inclusive education show the importance of pedagogical relational teachership (Ljungblad, 2022), particularly for students in need of special education. By combining these two traditions, something which has rarely been done, new insights into inclusive mathematics education can emerge. In this study, the mathematical classroom is viewed as a social practice aiming to gain more knowledge about inclusive mathematics education. Inclusion can be spatial, social and didactical (Asp-Onsjö, 2006). This study adopts an understanding of students’ mathematical learning in social settings related to didactic alinclusion, as this dimension allows for mathematics teaching that could facilitate learning mathematics together with peers. The research question is: Does the enacted mathematical and relational knowing of teachers enable students to become didactically included in mathematics, and if so, how?

The latest international comparative studies have shown that Swedish students’ achievements have increased slightly. However, at the same time, the equity in Swedish mathematics education has decreased, as in the difference between low- and high-achieving students’ attainment (Swedish National Agency for Education, 2019). Since differently achieving students are taught in the same classroom in Sweden, the teacher becomes an important factor in including students in need of special education in mathematics to improve their achievement. Well-known research in mathematics education emphasizes the importance of teachers’ specialized content knowledge when teaching mathematics (e.g. Ball et al., 2008; Rowland, 2013). In addition, results from studies in inclusive education show the importance of pedagogical relational teachership (Ljungblad, 2022), particularly for students in need of special education. By combining these two traditions, something which has rarely been done, new insights into inclusive mathematics education can emerge. In this study, the mathematical classroom is viewed as a social practice aiming to gain more knowledge about inclusive mathematics education. Inclusion can be spatial, social and didactical (Asp-Onsjö, 2006). This study adopts an understanding of students’ mathematical learning in social settings related to didactic alinclusion, as this dimension allows for mathematics teaching that could facilitate learning mathematics together with peers. The research question is: Does the enacted mathematical and relational knowing of teachers enable students to become didactically included in mathematics, and if so, how?

The latest international comparative studies have shown that Swedish students’ achievements have increased slightly. However, at the same time, the equity in Swedish mathematics education has decreased, as in the difference between low- and high-achieving students’ attainment (Swedish National Agency for Education, 2019). Since differently achieving students are taught in the same classroom in Sweden, the teacher becomes an important factor in including students in need of special education in mathematics to improve their achievement. Well-known research in mathematics education emphasizes the importance of teachers’ specialized content knowledge when teaching mathematics (e.g. Ball et al., 2008; Rowland, 2013). In addition, results from studies in inclusive education show the importance of pedagogical relational teachership (Ljungblad, 2022), particularly for students in need of special education. By combining these two traditions, something which has rarely been done, new insights into inclusive mathematics education can emerge. In this study, the mathematical classroom is viewed as a social practice aiming to gain more knowledge about inclusive mathematics education. Inclusion can be spatial, social and didactical (Asp-Onsjö, 2006). This study adopts an understanding of students’ mathematical learning in social settings related to didactic alinclusion, as this dimension allows for mathematics teaching that could facilitate learning mathematics together with peers. The research question is: Does the enacted mathematical and relational knowing of teachers enable students to become didactically included in mathematics, and if so, how?

This paper is methodological and theoretical, focusing on how teachers' knowledge in action and interaction when teaching mathematics can be explored. The two conceptual frameworks adopted, The Knowledge Quartet and the Pedagogical Relational Teachership, are coordinated, as they grasp disparate aspects of knowledge in action and interaction when teaching mathematics. An empirical example is given to illustrate how these two conceptual frameworks can be adopted in coordination with each other. The results show that the coordination of these two conceptual frameworks used as a methodological framework can contribute to a deeper understanding of the characteristics of teachers' pedagogical content knowledge and relational abilities when teaching mathematics.

This paper is methodological and theoretical, focusing on how teachers' knowledge in action and interaction when teaching mathematics can be explored. The two conceptual frameworks adopted, The Knowledge Quartet and the Pedagogical Relational Teachership, are coordinated, as they grasp disparate aspects of knowledge in action and interaction when teaching mathematics. An empirical example is given to illustrate how these two conceptual frameworks can be adopted in coordination with each other. The results show that the coordination of these two conceptual frameworks used as a methodological framework can contribute to a deeper understanding of the characteristics of teachers' pedagogical content knowledge and relational abilities when teaching mathematics.

This paper is methodological and theoretical, focusing on how teachers' knowledge in action and interaction when teaching mathematics can be explored. The two conceptual frameworks adopted, The Knowledge Quartet and the Pedagogical Relational Teachership, are coordinated, as they grasp disparate aspects of knowledge in action and interaction when teaching mathematics. An empirical example is given to illustrate how these two conceptual frameworks can be adopted in coordination with each other. The results show that the coordination of these two conceptual frameworks used as a methodological framework can contribute to a deeper understanding of the characteristics of teachers' pedagogical content knowledge and relational abilities when teaching mathematics.

This paper is methodological and theoretical, focusing on how teachers' knowledge in action and interaction when teaching mathematics can be explored. The two conceptual frameworks adopted, The Knowledge Quartet and the Pedagogical Relational Teachership, are coordinated, as they grasp disparate aspects of knowledge in action and interaction when teaching mathematics. An empirical example is given to illustrate how these two conceptual frameworks can be adopted in coordination with each other. The results show that the coordination of these two conceptual frameworks used as a methodological framework can contribute to a deeper understanding of the characteristics of teachers' pedagogical content knowledge and relational abilities when teaching mathematics.

This paper is methodological and theoretical, focusing on how teachers' knowledge in action and interaction when teaching mathematics can be explored. The two conceptual frameworks adopted, The Knowledge Quartet and the Pedagogical Relational Teachership, are coordinated, as they grasp disparate aspects of knowledge in action and interaction when teaching mathematics. An empirical example is given to illustrate how these two conceptual frameworks can be adopted in coordination with each other. The results show that the coordination of these two conceptual frameworks used as a methodological framework can contribute to a deeper understanding of the characteristics of teachers' pedagogical content knowledge and relational abilities when teaching mathematics.

Based on a classroom study conducted in a Swedish Grade 3, this presentationexplores students’ participation in mathematics. Video-recorded observationswere analyzed based on two theoretical approaches connected to teachers’pedagogical and subject matter knowledge, and relational abilities. Instances,where the two theoretical approaches intersected, were analyzed focusing onstudents’ participation in mathematics framed by a social practice theory. Thetentative results show that when the teacher in interaction with the students,uses both her mathematical knowledge for teaching and her relational abilities,the students sustainably participates in solving an open number sentence.

This paper examines the methodological issues involved in investigating mathematical and relational competencies relevant to teaching mathematics. In the study, 14 mathematics teachers were asked to reflect on the teaching and learning of mathematics based on a mathematics lesson shown in a video sequence. These reflections were documented in three different ways: some teachers were interviewed individually, some were interviewed in focus groups and some wrote individual reflections on paper. The empirical materials from these three different types of documentation were analysed using the same framework. The results of the study indicate that mathematical and relational competencies came to light mainly in the individual and the focus group interviews. However, this may be due to the analytical framework used, and another framework may be better suited to analysing individual writings.

This paper examines the methodological issues involved in investigating mathematical and relational competencies relevant to teaching mathematics. In the study, 14 mathematics teachers were asked to reflect on the teaching and learning of mathematics based on a mathematics lesson shown in a video sequence. These reflections were documented in three different ways: some teachers were interviewed individually, some were interviewed in focus groups and some wrote individual reflections on paper. The empirical materials from these three different types of documentation were analysed using the same framework. The results of the study indicate that mathematical and relational competencies came to light mainly in the individual and the focus group interviews. However, this may be due to the analytical framework used, and another framework may be better suited to analysing individual writings.

This paper examines the methodological issues involved in investigating mathematical and relational competencies relevant to teaching mathematics. In the study, 14 mathematics teachers were asked to reflect on the teaching and learning of mathematics based on a mathematics lesson shown in a video sequence. These reflections were documented in three different ways: some teachers were interviewed individually, some were interviewed in focus groups and some wrote individual reflections on paper. The empirical materials from these three different types of documentation were analysed using the same framework. The results of the study indicate that mathematical and relational competencies came to light mainly in the individual and the focus group interviews. However, this may be due to the analytical framework used, and another framework may be better suited to analysing individual writings.

This paper examines the methodological issues involved in investigating mathematical and relational competencies relevant to teaching mathematics. In the study, 14 mathematics teachers were asked to reflect on the teaching and learning of mathematics based on a mathematics lesson shown in a video sequence. These reflections were documented in three different ways: some teachers were interviewed individually, some were interviewed in focus groups and some wrote individual reflections on paper. The empirical materials from these three different types of documentation were analysed using the same framework. The results of the study indicate that mathematical and relational competencies came to light mainly in the individual and the focus group interviews. However, this may be due to the analytical framework used, and another framework may be better suited to analysing individual writings.

This paper examines the methodological issues involved in investigating mathematical and relational competencies relevant to teaching mathematics. In the study, 14 mathematics teachers were asked to reflect on the teaching and learning of mathematics based on a mathematics lesson shown in a video sequence. These reflections were documented in three different ways: some teachers were interviewed individually, some were interviewed in focus groups and some wrote individual reflections on paper. The empirical materials from these three different types of documentation were analysed using the same framework. The results of the study indicate that mathematical and relational competencies came to light mainly in the individual and the focus group interviews. However, this may be due to the analytical framework used, and another framework may be better suited to analysing individual writings.

Recent studies in the intersection between mathematics education and special education show that students’ access to mathematics is an area that needs further exploration. Previous research has shown that the teacher needs to know the students for them to get access to mathematics. In turn, this requires abilities to identify a student’s different prerequisites in mathematics as well as seeing the student as a person (Roos, 2019). Thus, the required abilities are founded in teachers’ mathematical knowledge when teaching mathematics and teachers’ relational abilities. This study aims to explore students’ participation in mathematics the by means of teachers’ mathematical knowledge and relational abilities. This study has a social perspective on learning, which implies learning as social participation (Wenger, 1998). The concepts communities of practice, negotiation of meaning, participation and reification from Wenger (1998) are used to understand students’ participation in mathematics. The community of the mathematical classroom where the participants negotiate the meaning of the mathematical content is of interest. Participation refers to students taking part, engaging in mathematics, and contributing to the practice of mathematics in the community of the mathematical classroom. Reification implies processes or products congealing mathematical concepts and affects what is experienced. Learning as participation occurs through engaging in actions and interactions with students’ peers and teachers concerning mathematics An intervention was carried out where the researcher, together with the two participating teachers, identified the existing and the desired mathematics teaching in one grade 5. The setting was a co-taught organized mathematics classroom that strived towards inclusion. Together, the general mathematics teacher and the special education teacher in mathematics identified a need to develop the whole-class discussions in mathematics. The existing situation

Recent studies in the intersection between mathematics education and special education show that students’ access to mathematics is an area that needs further exploration. Previous research has shown that the teacher needs to know the students for them to get access to mathematics. In turn, this requires abilities to identify a student’s different prerequisites in mathematics as well as seeing the student as a person (Roos, 2019). Thus, the required abilities are founded in teachers’ mathematical knowledge when teaching mathematics and teachers’ relational abilities. This study aims to explore students’ participation in mathematics the by means of teachers’ mathematical knowledge and relational abilities. This study has a social perspective on learning, which implies learning as social participation (Wenger, 1998). The concepts communities of practice, negotiation of meaning, participation and reification from Wenger (1998) are used to understand students’ participation in mathematics. The community of the mathematical classroom where the participants negotiate the meaning of the mathematical content is of interest. Participation refers to students taking part, engaging in mathematics, and contributing to the practice of mathematics in the community of the mathematical classroom. Reification implies processes or products congealing mathematical concepts and affects what is experienced. Learning as participation occurs through engaging in actions and interactions with students’ peers and teachers concerning mathematics An intervention was carried out where the researcher, together with the two participating teachers, identified the existing and the desired mathematics teaching in one grade 5. The setting was a co-taught organized mathematics classroom that strived towards inclusion. Together, the general mathematics teacher and the special education teacher in mathematics identified a need to develop the whole-class discussions in mathematics. The existing situation

Recent studies in the intersection between mathematics education and special education show that students’ access to mathematics is an area that needs further exploration. Previous research has shown that the teacher needs to know the students for them to get access to mathematics. In turn, this requires abilities to identify a student’s different prerequisites in mathematics as well as seeing the student as a person (Roos, 2019). Thus, the required abilities are founded in teachers’ mathematical knowledge when teaching mathematics and teachers’ relational abilities. This study aims to explore students’ participation in mathematics the by means of teachers’ mathematical knowledge and relational abilities. This study has a social perspective on learning, which implies learning as social participation (Wenger, 1998). The concepts communities of practice, negotiation of meaning, participation and reification from Wenger (1998) are used to understand students’ participation in mathematics. The community of the mathematical classroom where the participants negotiate the meaning of the mathematical content is of interest. Participation refers to students taking part, engaging in mathematics, and contributing to the practice of mathematics in the community of the mathematical classroom. Reification implies processes or products congealing mathematical concepts and affects what is experienced. Learning as participation occurs through engaging in actions and interactions with students’ peers and teachers concerning mathematics An intervention was carried out where the researcher, together with the two participating teachers, identified the existing and the desired mathematics teaching in one grade 5. The setting was a co-taught organized mathematics classroom that strived towards inclusion. Together, the general mathematics teacher and the special education teacher in mathematics identified a need to develop the whole-class discussions in mathematics. The existing situation

The focus of this paper is on the methodological approach in a design research study. The aim of the study is to explore how primary mathematics teachers coordinate mathematical and relational proficiencies for education to make the mathematical content accessible for every student. The researcher together with the participating teachers (n=5) identified the existing and desired teaching situation in two mathematical classrooms. An intervention was implemented and documented by observations, video recordings and interviews with the teachers and the students. The intervention explored the interactions between the teachers and the students, to explain possibilities of how students can be given access to the mathematical content.

Syftet med föreliggande uppsats är att skapa en större förståelse för hur lärare uppfattar förmåga att resonera och kommunicera med fokus på algebra. Med fenomenografi som metodologisk utgångspunkt genomfördes åtta fokusgruppintervjuer med 22 grundskollärare. Resultatet formuleras i fyra kategorier uppfattningar av resonemang (Resonemang som motivering och argument, Resonemang som ett jämförande, Resonemang genom olika typer av uppgifter och Resonemang kommuniceras), två av kommunikation (Att kommunicera med representationsformer och Mottagare och sändare i kommunikationen) samt fem om vad som påverkar undervisning som ger möjlighet till resonemang och kommunikation (Ett gott klassrumsklimat, Klassrumsorganisationen, Styrande läromedel, Att utgå ifrån elevernas kunskap samt Relationen mellan resonera och kommunicera). De olika aspekterna i uppfattningarna analyseras i förhållande till MCRF (Lithner et al., 2010) och Analysguide för identifiering av resonemang och kommunikation (Säfström, 2013). Slutsatser är att uppfattningarna uttrycker skilda möjligheter att utifrån utmanande uppgifter, gemensamt konstruera och värdera resonemang som underbyggs av relevanta matematiska kunskaper samt kommunicera med algebraiska uttryck och gemensamt konstruera mening av det algebraiska innehållet. Det som påverkar uppfattas vara tillräckligt med tid, att mål är tydliga som i sin tur skapar ett tillåtande klassrumsklimat och att lärare kan uttrycka vad som särskiljer förmåga att resonera och kommunicera.

Syftet med föreliggande uppsats är att skapa en större förståelse för hur lärare uppfattar förmåga att resonera och kommunicera med fokus på algebra. Med fenomenografi som metodologisk utgångspunkt genomfördes åtta fokusgruppintervjuer med 22 grundskollärare. Resultatet formuleras i fyra kategorier uppfattningar av resonemang (Resonemang som motivering och argument, Resonemang som ett jämförande, Resonemang genom olika typer av uppgifter och Resonemang kommuniceras), två av kommunikation (Att kommunicera med representationsformer och Mottagare och sändare i kommunikationen) samt fem om vad som påverkar undervisning som ger möjlighet till resonemang och kommunikation (Ett gott klassrumsklimat, Klassrumsorganisationen, Styrande läromedel, Att utgå ifrån elevernas kunskap samt Relationen mellan resonera och kommunicera). De olika aspekterna i uppfattningarna analyseras i förhållande till MCRF (Lithner et al., 2010) och Analysguide för identifiering av resonemang och kommunikation (Säfström, 2013). Slutsatser är att uppfattningarna uttrycker skilda möjligheter att utifrån utmanande uppgifter, gemensamt konstruera och värdera resonemang som underbyggs av relevanta matematiska kunskaper samt kommunicera med algebraiska uttryck och gemensamt konstruera mening av det algebraiska innehållet. Det som påverkar uppfattas vara tillräckligt med tid, att mål är tydliga som i sin tur skapar ett tillåtande klassrumsklimat och att lärare kan uttrycka vad som särskiljer förmåga att resonera och kommunicera.