Mathematics is a central topic in today’s society. There are many different approaches each teacher has their own way. In this essay, I compare four teachers’ mathematics teaching in two different countries with regard to ways of learning, particularly in the four operations. My purpose of this study was to examine the four teachers’ mathematics teaching, that is, which method they use. Two teachers was from Poland and two from Sweden, the teachers and schools are randomly selected. Two relevant questions were chosen to illustrate and compare the teacher’s approach. The first question is about which strategy the teacher uses and why. The second question is about how these approaches differ. My work is based on qualitative methodology, involving interviews and observations for me to gather the materials I need. I did two interviews and one observation in the Polish school and the same in Swedish school. The work is based on literature and theories that has been the most rewarding of my essay, theories about working and learning. My theory was based on Vygotsky and Piaget's ideas and theories. The theories used to support the analysis are the socio-cultural perspective and the constructivist perspective. The students in these schools have good math skills, even if it is in Swedish newspapers that Swedish students have less knowledge in comparison with other students around Europe. All teachers have their own way to learn. There is no approach that is the best, it all depends on the students. I can now say that it is a little difference.