| dc.description.abstract | The purpose of this study is to investigate and analyse both upper secondary math teachers’ and students’ points of view when it comes to oral communication in the national test in mathematics. The study was conducted using a qualitative approach where five math teachers, a student assistant for students with autism spectrum disorder (ASD), four upper secondary students and two upper secondary students with ASD were interviewed. The result was analysed by using a phenomenographic data analysis. The result showed that teachers used the oral part of the national test in mathematics as a backup assessment, especially for students who are in between two grade levels. Most educators in this study tend to stress the importance of the other skills, instead of communication skills in math, especially for students with ASD. Most students in this study would prefer to have extra time and receive direct constructive criticism during the oral test. It was impossible to separate communication skills from the other skills in math. Math teachers should consider the oral test as an alternative assessment for some students. A didactical consequence of this is that peer work amongst teachers should be promoted. Teachers in mathematics can, via discussion, gain a better understanding of how to implement the oral part of the national test in mathematics. | sv |
