The aim of my study is to examine how six teachers discuss their choices of work methods in teaching mathematics, as well as the methods they are currently using and what they have based their choices on. This study also covers how these teachers approach educational planning and where they get inspiration for their teaching material, and finally the advantages and disadvantages of each method according to the teachers. To be able to fulfill my purpose of this study some questions had to be considered: How do these teachers approach the planning of studies of mathematics and where do they find ideas for their lesson planning? Which methods do these teachers use in the teaching of mathematics and what are the reasons behind their choices of methods? Which advantages and disadvantages do these teachers see in the methods they use during the teaching of mathematics? This is a qualitative study, mainly based on qualitative research interviews according to an interview guide. Six teachers, from five different elementary schools, grade 1- 3, have been interviewed for this study. When analyzing the assembled data, I have used theories of Vygotskij and Dewey. 

The interviewed teachers stated that it is the goals of the syllabus that determine the content of the lessons. The inspiration for the education of mathematics is different between the teachers although many of them reported that the internet is a great source of inspiration. The teachers in this study stated that they primarily work with the textbook, dialogues, group assignments, solving problems and practical mathematics. All the teachers considered these methods to be beneficial for the students’ comprehension. One of my conclusions is that the teachers of my study have diversity in their work method of mathematics. That the students are motivated and interact with each other to learn mathematics are other important aspects of the learning process.