Matematiksvårigheter i gymnasieskolan : Elever och lärares uppfattningar om matematiksvårigheter och stödåtgärder i gymnasieskolan

This study aims to explore upper secondary students’ and mathematics teachers’ perceptions of the process of identifying students at risk of developing difficulties in mathematics, as well as their views on the school's support measures. Students identified various factors that contributed to their struggles, including teaching methods, difficulties in understanding textbook language, insufficient support during lessons, and difficulties in the classroom learning environment. In addition, students experienced exam-related stress and expressed a desire for more opportunities for formative assessment. The result underlines that small groups with the aim of remedial teaching had a positive effect on students and that teachers were able to provide the appropriate support. Despite the positive effects, the lack of time in terms of lesson times and planning sessions proved to be a challenge. Both students and teachers expressed a need for additional resources and support for students with mathematical difficulties. The research uses semi-structured qualitative interviews to gain valuable insights from students´ and teachers´ perspectives on difficulties in mathematics. By carefully selecting informants based on students' challenges and conducting qualitative interviews, rich and detailed data about their experiences and opinions were collected. Four students and three math teachers from different upper secondary school programs participated in the study, allowing for a diverse representation within the same context. This approach also allows for comparisons between the experiences and viewpoints of different individuals within the same school. The use of semi-structured questions during the interviews ensured a balance between the freedom of the informants to express themselves and the coverage of relevant topics. The conclusion drawn pinpoints that students perceive the lesson structure, lesson content, and the completion of mathematics instructions influence their difficulties in the subject. This finding serves as a valuable basis for future interventions and improvements in teaching practice. In addition, it helps to identify areas where teachers can better adjust their students in supporting mathematics instruction.