Swedish students' knowledge of mathematics has deteriorated in recent years. Teaching of mathematics is therefore starting point in an ongoing discussion among researchers, school leaders, politicians, teachers and others, who all thinks they know best about how teaching should be designed to the greatest extent possible to raise students' proficiency levels in the subject. Teachers' practices have long been the focus of discussions and views on these differ. The purpose of this paper is therefore to study students 'conceptions of mathematics and mathematics teaching, with teachers' methods and tools of focus, in relation to previous research on the subject. The method used was a survey of students in secondary school and a textual analysis of previous studies on the subject.As revealed by the survey was that the textbook has a big advantage in mathematics education in Sweden today.Many students are not accustomed to working in a different way and thereforedoes not know either what the alternative approach entails.

Asymptotically flat spaces are widely studied because it is one natural way of describing an isolated system in general relativity. In this thesis we study what happens to the Lanczos potential at spacelike infinity in such spacetimes. By transformations of the Weyl-Lanczos equation, we derive expressions for the limiting equations on both the timelike unit hyperboloid, and the timelike unit cylinder. Finally the Newman-Penrose formalism is used to get a component version of the equations..

My aim with the experience-based essay is that I want to explore the implications of mathematics on children's development. I also want to examine my approach in relation to the various mathematical tasks. Why do we think that mathematics is important for pre-school children? What does the research say about how the teacher is thinking about mathematics? Can the teacher combine playing and learning and create meaningful moments and activities related to mathematics? I also want to explore our policies and the objectives that the teacher should relate to. What is required of me as a teacher in order to meet those goals?My essay is about mine and my boss?s view of the mathematical tasks that I usually perform in the preschool.

This essay focuses on the pictures in mathematics books for elementary school. The purpose was to see if images in mathematics books for elementary school show traditional gender roles.The aim of the essay has been broken down into following research questions:Vilka färger förknippar de olika matematikböckerna till pojkar/män respektive flickor/kvinnor?How many times were girls/women and boys/men illustrated in the mathematics books?What behavior is associated with masculinity and femininity?Which colours are associated with boys/men and girls/women in the mathematics books?I used a semiotic image analysis method to study the pictures presented in the mathematics books. The theories in this essay were used to see how society makes girls become girls and boys become boys and in what ways the genders are portrayed in relation to each other. In addition, the theories include the question of whether a specific colour is given to a specific gender? The analysis evidently confirmed that the images in the mathematics books demonstrated traditional gender roles.

 Title:              Not just words, classroom communication about subtraction in year 2Language:      Swedish with summary in English.Keywords:     Communication, mathematics, subtraction, teaching The purpose of this study is to analyze the mathematical communication in a classroom during a lesson in the field subtraction, and to find out how students describe their perception of mathematics that is communicated in the classroom.The study consists of the observations through the videotaping of two lessons in primary school grades 2 and student and teacher interviews related to these lecture occasions.Research indicates that Swedish pupils' mathematical skill continuously deteriorates in a national and international perspective, and that student experiences of mathematics in general are negative. The literature emphasizes the importance of communicating mathematics in various forms to deepen and develop understanding of concepts and mathematical operations. Communication must be generated between teachers and students but also between student and student to have a beneficial impact for the student.Our result demonstrate the different types of communication in the classroom but that communication does not always have a clear mathematical content in spite of teachers' mathematical intentions with teaching. The result also indicates that the mathematical communication that takes place, in essence, is a one-way communication where the teacher has a great opportunity to speak. The teachers perceived as oblivious to their own ways of communicating, but stressed in the interviews with an understanding of the importance of communication learning.

This report is a qualitative study on children aged three to five years who are in the Swedish preschool. The purpose of the study is to investigate how five experienced preschool teachers view the way children between three and five years acquire basic mathematical concepts, basic numeracy and geometry. The aim is also to find out whether teachers feel that the size of the group of children affects their learning.The study contains information about what preschool teachers think about the way children learn mathematics and how the size of the group of children affects this learning. From the results it can be seen that children learn Mathematics, both in everyday situations and when playing. Moreover, the group size does not seem to affect the mathematical learning of the child.

AbstractThe purpose of my study is to compare Sten Rydhs wiew of learning disabilities in mathematics and his education with current literature and research. I want to explore whether the education of ?Mattesmedjan?*, influenced by the Suzuki method, can be the solution for the students with maths problems. ?Mattesmedjan? is a privately-owned school of maths.

Most of my 16 students show a negative attitude towards mathematics and have difficulty understanding why they need mathematics to work as cooks. Their lack of knowledge has a negative effect on their work in the kitchen because they cannot master relatively simple mathematical solutions. The purpose of this study is to examine if an integrated working method of the subjects mathematics and cooking can change students? attitude towards mathematics and increase their understanding of the value of it in restaurant work. An integrated working method means to integrate the core subjects with programme specific subjects and that teaching is directed towards the main features of the vocational programme in order to create a holistic view.A theory of action research has been applied in this study, aiming to change something perceived as problematic through combining theory and practice in the cooking subject.

This study was designed to describe and understand how children perceive and explain mathematical situations. During our work based training we have met several students who have been insecure in the subject of mathematics and therefore come to think that it's difficult and boring. The questions we have asked ourselves are why and how this insecurity occurs. In preschools around the country teachers actively worked to create opportunities for children to meet and discover mathematics. The question is whether the teachers are aware of how children perceive mathematics and how children think in mathematical situations. We chose to conduct a qualitative study using different methods of data collecting in order to approach the children's world.

The purpose of this report is to find out how we can work with learners on the basis of their opportunities in mathematics. I also want to look into, how one views this question in other cultures that are different from our own. I have, in order to reach my purpose, looked on what literature there is on this matter. I have also made three interviews in a township in South Africa. The result I got from my survey was that the teachers I interviewed had a similar point of view on the teaching of mathematic as we have in Sweden.

The students are usually eager to develop their mathematical learning. However, the Skolverket can see that this eagerness passes in the early years of school. A study shows that a varied mathematical education creates enthusiasm to learn, which can decrease the negative view of mathematics.The purpose of this study is to see how five pedagogues use laboratory mathematics, their approaches to laboratory mathematics as well as to find out their role in the laboratory education. The result of the study is based on interviews with the pedagogues, who are all teachers for students in year F-3. All of the pedagogues work in a laboratory way, but to different extents.The study shows that the pedagogues aim to make the mathematics as concrete and everyday as possible.

This work deals with mathematics teaching in preschool classes. The purpose of my study is to investigate the preschool classes? teachers' aspirations for the children learning mathematics in two different preschools. To achieve my goal, I formulated the following questions to be explored and answered through interviews with five teachers.  Does mathematics in preschool classes have a prominent role in educators' planning? What perception do the educators in the field have about the learning and teaching of mathematics in the preschool classes? How do the teachers understand their own work with mathematics in preschool classes in relation to multilingual students?                                A qualitative interview method was applied.

In this paper you can read about students? opinion of teaching in mathematics. The study is done with eight students that were interviewed. The study is based on 16 questions about mathematic teaching. The questions covered student participation, how teachers should be, if they think mathematics is important, which approach to take in lessons and how student best learn.

The purpose of the study was to find out how teachers in a school in Kenya conducted the education of mathematics in standard 4-6. The focus was how the teachers worked with children in need of special support in mathematics.To find out the purpose a case study was made with two interviews and seven observations with four teachers on a rural school in Kenya. The following issues were: Which standards were there in the classrooms during lessons in mathematics in Kenya? How did the teachers express the view of children in need of special support? The main conclusion was that different teachers teaching in mathematics looked the same.The teacher was standing in front of the blackboard where the teaching occurred and the pupils were sitting lined up in their benches. The teaching of the pupils was about repetition and imitates the teacher and mostly filling the gap that the teacher made them say.

There has been a lot of debate in media about mathematics teaching in grade school in Sweden. Many students experience that mathematics in grade school is abstract, which leads to decreased interest of mathematics in early years. An international study indicates that Swedish students in class 4 do not fulfill the mean for mathematics according to EU/OECD countries. The study also shows that Sweden practice a textbook driven education, compared to other countries. The aim for this study was to find out how a few pedagogues for class F-6 teach mathematics, and why they have chosen to educate the way they do.