| Summary: | In this thesis, two mathematics books are reviewed, Alma C Grundbok (1999) and Matte Direkt Borgen 6A (2004). In the review, the books section on problem solving has been the focus. The review has dealt with the number of problem solving in each book and at what level of knowledge these are aimed at. The review also includes what previous research says about problem solving and how problem solving can be used in teaching and why it is developing for students to work with problem solving. The National Agency for Education (2019) highlights the importance of problem solving by using it as a knowledge requirement. At the same time as the National Agency for Education (2019) considers that the teaching must be individually adapted and developed so that the teaching benefits all students in their knowledge development. This contradicts what is found in the mathematics books, since these tasks are not individually adapted in the same way as material made by the teaching teacher (Bal, 2015). Furthermore, teachers need more planning time if it is to be possible to individually adapt all tasks to all students. Because individualized teaching is more time-consuming, many teachers choose to fall back on their chosen teaching material and make use of pre-created material. Our questions result in the number of problem-solving tasks of sociocultural perspective being equal for our two examined teaching materials. Similarities also exist among the number of problem-solving tasks for the different level groupings. Although researchers agree that oral communication in mathematics classrooms is important, there is a lack of such support through the teaching materials analysed.
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