The purpose of this study is to investigate how power is distributed in the mathematics classroom and how students achieve agency when ICT (Information and communication technology) is used as a teaching tool. Three learning situations, structured by mathematics, are analysed: in the first situation mathematics is taught in a traditional way, in the second mathematics is taught in interdisciplinary projects, and in the third mathematics is taught using ICT as a pedagogical tool. The theoretical concepts of power and agency are used as analytical tools within a socio-political framework. The concept of power is used to assess the students? ability to influence their learning and degree of inclusion in the three learning situations.

AbstractSchool is taking on a great responsibility in mediating knowledge of mathematics as technology is assuming greater importance in our everyday life. The aim of this study is to examine how the teachers in year F and 1 view their teaching of mathematics from an individually adapted perspective. I have based my research on different factual study books within the education for younger children?s learning of mathematics, and have from an individually adapted perspective made a comparison between theory and practice. The empirical data has been obtained through interviews with six teachers, three pre-school teachers and three teachers, working with pupils in year F and 1.

The aim with this study is to illustrate the underlying causes of students? difficulties in Mathematics from a teacher perspective. The approach that has been used through this study is qualitative, method wise interviews were used. The selection for the study consists of five teachers with many years? experience in the subject of Mathematics.

This thesis tries to describe the use of mathematics in some workplace tasks. In particular the math corresponding to subjects of high school math courses B, C and D, is identified. Furthermore, the study attempts to analyze the nature of the way in which this math comes to use. This is represented by six different competences. Interviews with five (5) professionals, within different areas, are the main sources of information for this study.

An increasing number of students leave the Swedish compulsory school without having a satisfactory grade in mathematics. Causes why students risk ending up with difficulties in the subject of mathematics are debated but one explanation might be that more and more students are diagnosed with dyscalculia. The purpose of this study is to investigate how educationalists identify and organize their teaching in order to help students with difficulties in mathematics to reach the schools requirement and long-term goals that are defined in advance. It is vital to detect learning difficulties at an early stage. Accordingly, it can be avoided that the student starts to develop a negative self-image due to repeated failures and in the same time provide relevant help.

The purpose of this study was to examine the use of manipulative materials in mathematics education with the main focus on grades 4 to 6. With the use of a phenomenological approach all the aspects of this phenomenon was examined. Qualitative interviews, participant observations and comparative content analysis of textbooks has been conducted to investigate the use of manipulative materials in mathematics education. The results indicates that the teachers that were interviewed possesses good knowledge of this teaching method. However these teachers struggled to find time to put this method into practice and there was not enough teachers to attend these classes.

This exam essay will look at dyslexia, dyscalculia and the connections that may exist between these two phenomena. My purpose, from the beginning, was to investigate if there might be any connections between dyslexia and dyscalculia, or if the consequences that appear as a result of dyslexia, might lead to problems and difficulties in mathematics.   I found it very hard to find literature that deal with dyscalculia, both as a subject of its own and together with dyslexia. Therefore, I was more or less forced to focus on difficulties in mathematics as a result from dyslexia.   From what I have found, dyslexia and dyscalculia cannot be connected, at least not without more research on the subject. Two consequences; an impaired short-term memory and also an impaired spatial ability are both common, both for persons with dyslexia and for persons with dyscalculia. Other than these, there are no connections, apart from the difficulties in mathematics that are directly, or indirectly, caused by dyslexia..

Volvo Penta has been producing boat engines since 1907 and are world leading in this seg­ment. They have today an extended range and also sell industrial power stations. Quality, safe­ty and environmental care are three core values for Volvo and together they strive to give their customers the right product with the right quality.Volvo has developed a production system named Volvo Production System, VPS, and one of the pillars is continuous improvements. Within this pillar you can find value stream map­ping, which is used to analyze the value stream through the process. This tool gives a wide perspective and helps to keep focus on the entire process instead of just parts of it.Volvo Penta in Vara has earlier done value stream mapping but without good results since they didn?t take set-up times and imbalances in account.

Sammanfattning Titel: To be or not to be a leader! ? Hur utvecklas ledarkompetens?Författare: Ann-Sofie Larsson & Emma StåhlrosNyckelord: Ledarskap, Lärande, Feedback, Reflektion, Supplemental Instruction, Lyssnande, Ledarkompetens, Insikt Syfte och frågeställning: Syftet med denna uppsats är att undersöka om ledarkompetens kan utvecklas genom praktisk tillämpning med hjälp av olika utvecklingsverktyg som använts i kursen Lärande ledarskap. Syftet är vidare att undersöka kursstudenternas utveckling av ledarkompetens. Vi vill fånga upp den process som de genomgått med hjälp av följande frågeställning: Hur utvecklas ledarkompetens med hjälp av praktisk tillämpning? Metod: För forskningsfältet som vi valt att studera lämpar sig ett kvalitativt angreppssätt.

The purpose of the present study is to describe adult second language learners? experiences of mathematics learning from a past and contemporary perspective. What experiences in mathematics do they bring? What does it mean to learn Mathematics through their new language?The study is based on life-world narratives from five second language students with another native language than Swedish. Today they all study at a Swedish folk high school, at upper secondary level and they have previously studied at this level in Mathematics. The result shows that the meeting with the Swedish school and folk high school context is confusing.

Many researches demonstrates that children who deal with matematics in a meaningful context early in their age, will manage a much wider context later in school. The purpose of this work is to highlight the importence of teacher´s view on matematics and how matematics can be visible for the children when they are in a preschool age. Im trying to promote the importance of mathematics wich characterizes much of our society. Highlighting todays nursay?s and the fact that there is plenty of good enviroments for the learning of mathematics.

Swedish students' knowledge of both mathematics and reading comprehension has deteriorated in recent years. Scientists are discussing whether there is a connection between these areas and that the pupils deteriorating math skills may have something to do with their increasingly lower results in terms of reading comprehension. To investigate this possible connection, I conducted a survey among students in ninth grade and have come to the conclusion that the scientists are right: this connection absolutely exist. Students who received a high score on tasks designed to test students' mathematical problem-solving skills, also received high results on the reading comprehension test. And students who received a poor performance on the problem-solving tasks, were also low performers in the reading comprehension test.

Abstract__________________________________________________Sara NilssonAnnette OlofssonMatematik ses som tråkigt och svårt? hur kan elevers motivation och självkänsla hanteras?Mathematics is viewed as boring and difficult? how can pupils? motivation and confidence be dealt with?Antal sidor: 42__________________________________________________This report delves into primary school pupils? difficulties in mathematics, with emphasis on their lack of confidence and motivation. By researching literature and Internet sources associated to this issue, an in-depth view of these problems has been illuminated. Two teachers at a Swedish primary school were interviewed, in order to get their perspective of the matter. Questionnaires were sent to two teachers at an English primary school and their responses were returned.

This thesis primarily includes a study on whether companies can develop a mathematical activity that supports students' motivation in mathematics. The work was done together with Midroc Electro, a company that pays attention to the difficulty of recruiting and therefore was interested in investigating how the business world would be able to contribute.The thesis can be divided into three stages. The first part comprised by a exploration into research on student motivation regarding mathematics as well as numerous interviews with engineers to see how the research findings did fit with Midroc Electros reality. In these studies it became clear that the student who aims for a profession whose education or work requires math belongs to the group of students who primarily manage their studies in mathematics, that is, those that have the greatest motivation to work hard and complete their studies.Research information and interviews were compared and resulted in the thesis second part, Midroc Challenge. An activity where students primarily came to learn about the engineering profession and secondly how mathematics can be used in the engineering profession.

The aim of this paper is to investigate and analyze practices in multilingual classrooms of mathematics in a compulsory school in Sweden where immigrant students have been known to succeed. The school is situated in a suburban and segregated area outside a major city where pupils come from mainly limited socio-economic backgrounds. The rate of second language learners are 70% of all pupils in this school.By using ethnographic methods, mainly interviews and participant observation, data was collected in four mathematics classrooms which corresponded to consecutive ages of education. The data include field notes and observation of artifacts in the environment as well as interviews and informal conversations with teachers and school leadership. Information from the school website, the authority in charge of quality in Swedish schools (Skolverket) and the municipality were also used.The analysis is based on a socio-political viewpoint that power is relational and reflected within schools.