”DET SKA JU VARA ROLIGT…” Lärares erfarenheter av insatser inom taluppfattning i förskoleklassens matematikundervisning

Abstract

Aim: The aim of this study is to explore the experience of preschoolclassteachers support to students who indicates or apprehends to need intervention in number sense (at-risk students) after the mandatory mapping in mathematics in preschoolclass. How do preschoolclassteachers administrate support to at-risk-student regarding number sense? Theory: Sociocultural learning theory and Zone of proximal development-theory supports the understanding of the findings. Method: A qualitative study of participating observations, semi-structured focusgroupinterview and interview with teachers in preschoolclass run by a thematic analysis. Results: The study shows two ways the school administrates support at school to the at-risk student, within the classroom with their teachers and outside the classroom with a special needs educator. Within the classroom teachers find ways to integrate and support the at risk students by organising education in smaller groups, giving the student support with focus by sitting with them at each lesson, using visual aid and concrete materials to enhance communication. The study show preschoolclassteachers whom struggle with keeping the advanced students stimulated and learning while teaching the at-risk- students. The school also support through informing student’s guardians about student’s learning and provides them with a digital service to enhance the student’s learning in number sense, at home.