Mathematics has a unique subject language that students need to master in writing as well as verbally. Shortcomings in the oral mathematical communication capacity contribute to the fact that students with mathematical difficulties do not receive an approved grade in mathematics for grade 9. These students need help and support from their environment in order not to risk being disapproved. This study has been conducted with the purpose of portraying and analyzing mathematics teachers' views on supportive factors for students with mathematical difficulties focusing on oral mathematical communication skills. As a method, a content analytical research approach with inductive thematic methodology has been used and the study is based on five semi structured interviews. Mathematics teachers' views have been judged to be possible to be depicted and analyzed by the following six themes:
1. The balance between oral and written communication
2. The oral mathematical communications skills components
3. Activities based on the students' needs
4. Supporting learning environment for the student
5. The student's participation in mathematical discussions
6. Cooperation with the parents
Teachers agree that students with mathematical difficulties need adaptations of content and knowledge objectives for oral mathematical ability. However, there is no unanimity in the teacher's view of adequate goals and content, but this is considered being the result of a variety of factors such as the student's knowledge, teacher's interpretation of the curriculum, the written focus in mathematics, the lack of adequate situations to assess oral capacity, stress and time shortages and the less good availability of special educators. Students with mathematical difficulties also need support in the context they are in. This believes teachers can be managed by either blending the context of differences in student knowledge or ensuring that students with mathematical difficulties interact with friends who they feel safe interacting with. Teachers also try to support the students with control, control and order, which can be explained by the fact that these students experience through their teens. The teacher makes a subjective assessment of the students' need for governance, and this then paves the way for the students to participate and influence in different ways. Teachers also have different expectations of student performance in a participation, where some teachers believe that the students are performing, with which some people are content with a participation. Teachers thus have different focus on these students ‐ either knowledge or value goals. The last theme concerns teachers' views on cooperation with the parents. Some teachers are interpreted believing that this contact contributes positively whereas others have not been interpreted having the same beliefs.