Teachers learning through participatory action research-developing instructional tools in mathematics primary classrooms

n many classrooms, from first grade through the whole school system, there are many students whose mother tongue is not the same as the teachers’ language used for instruction (Khisty, 2001). In Sweden, newly arrived immigrant children with limited Swedish language knowledge are learning Mathematics together with children who have spent their entire life in a Swedish context. Considering the large number of students with limited knowledge in the language of instruction one of the most important tasks for teachers in Swedish primary education is to create conditions to support the development of mathematical knowledge in these students.