| Summary: | The purpose of this study is to investigate how teachers use everyday language in parallel with school language to support students to develop their language in mathematics in 4-6 th grade. To examine this, three research questions were formulated: How do teachers use everyday language and school language in teaching mathematics? In what way do teachers support students to develop their mathematical scientific language in teaching mathematics? What type of interaction is given the opportunity in teaching mathematics for students to be able to develop their mathematical school language? To collect data for the study, four qualitative observations were performed of four different teachers av two different schools. Each observation was then followed by a qualitative interview. The result of the study indicates that teacher often use the everyday language to explain the school language for the students. Teachers also use different scaffolding methods as word explanations, asking questions or use student’s previous knowledge to support students to develop their mathematical scientific language. Finally, the result of the study shows that the students were given interaction with the teacher, interaction with each other but also individual learning to develop the mathematical school language.
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