This study examines how formal mathematics can be taught in the Swedishsecondary school with its new curriculum for mathematics. The study examineswhat a teaching material in formal mathematics corresponding to the initialcontent of the course Mathematics 1c could look like, and whether formalmathematics can be taught to high school students.The survey was conducted with second year students from the science programme.The majority of these students studied the course Mathematics D.The students described themselves as not being motivated towards mathematics.The results show that the content of the curriculum can be presented withformal mathematics. This both in terms of requirements for content and studentsbeing able to comprehend this content. The curriculum also requires thatthis type of mathematics is introduced in the course Mathematics 1c.The results also show that students are open towards and want more formalmathematics in their ordinary education. They initially felt it was strangebecause they had never encountered this type of mathematics before, but somestudents found the formal mathematics to be easier than the mathematicsordinarily presented in class.The study finds no reason to postpone the meeting with the formal mathematicsto university level.

There is a constant change in the world of school, new curricula and syllabi are made and the view of teaching and learning is changing. The desire to improve maths teaching in Swedish schools is strong, especially by laboratory work. How is it then that several teachers in our schools are still using the traditional way of teaching mathematics, which I consider to be relying a lot on the textbook and work for an automated approach?The purpose of my study is to investigate how three different math teachers on an F-5 school in the southern Stockholm area, choose to work with mathematics and why they choose to work according to a special approach. In order to obtain the information I seek, I have chosen to use the qualitative method to get a better understanding of my results.

The purspose of this study is to investigate how teachers are working to individualize mathemathics education relative to high-performing students and how they define the therm individualization. According to the Swedish curriculum the teaching process should be based on the students prevoius knowledge and experiences. The teachers should in their preperation take every student in to consideration. To be able to investigate these subjets I prepared following questions:What does the concept of individualization in mathematics mean for the teachers?What does it mean to work with an individualized mathematics teaching?How does teachers individualizes teaching mathematics relative to high performing students?This study is based on a qualitative method with both interviews and observations.

During my practice as a teacher trainee at an upper secondary school it became clear to me that many pupils had difficulties with mathematics. I was surprised to find that many pupils seemed to get stuck on the level of attainment for the senior level of the nine-year compulsory school. As I have not studied anything about difficulties in Mathematics during my training to become a qualified teacher, I would like to get to know more about this.After studying research done on this subject I made the following approach to the problem:? What fields regarding Mathematics do the pupils themselves find most difficult?? What factors have been contributory causes to these problems?? What are the factors that have helped pupils with difficulties in Mathematics to reach the goals for the syllabuses in Mathematics?The answers to my questionnaire and interviews resulted in the following conclusions:? Pupils find theory of equation and conversion of units as most difficult at senior level of the nine-year compulsory school.? Teaching should be done in special instruction groups to give the pupil the opportunity to develop his/her skills on an individual level.? Pupils find it hard to deal with all moments in Mathematics during the time given for each course.? The pace for teaching Mathematics is too high according to the pupils.? Pupils wish for instructions on a lower level.? There is often a lack of contact between teacher and pupil.? The teacher should use more time to help the pupil receive good self-confidence and increase the motivation for instructions in Mathematics..

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.

The purpose of this thesis is to examine whether the teacher's background affect students' approach to mathematics teaching. Characteristically, in Sweden today is that mathematics is perceived as difficult subject and that the number of foreign teachers has increased. The study examines a phenomenon which the relationship between the teacher's language accent and substance difficulties.The method used for data collection is questionnaires, in order to investigate the phenomenon as the relationship between the teacher's accent and substance difficulties.The investigation has been carried out based on the students' point of view, both secondary and primary school pupils. What difficulties have arisen in teaching?  What is the biggest obstacle to achieve the goals of mathematics, to understand the teacher's language accent first in order to understand the subject, or that mathematics is difficult in itself to be understood as a substance.The result clearly shows that the teacher's accent does not affect teaching and students' view of mathematics as a subject.

ABSTRACTThe purpose of this essay is first to get a general idea about a group of working teachers thoughts of mathematics and the teaching in mathematics. I also would like to find out what they think affect pupils relationship to the subject. The surveys main purpose is to compare teachers in grade 4-6 and teachers in grade 7-9 view of what you as a teacher can do to further the learning in mathematics. I have done eight interviews. Four of them are with teachers in grade 4-6 and the other four interviews are with teachers in grade 7-9.Concerning the result of my examination it is difficult to come to a general conclusion.

This thesis which is about working with mathematics teaching has no effect/impact on performance and understanding of pupils. The study is intended to gain insight on working in mathematics education which has an impact on performance and understanding of students who are ethnically Swedish and foreign ethnic. In order to compare the ethnic Swedish and foreign students of ethnic understanding, I judged from their performance on the tests taken in year three. The qualitative approach permeated the work, both interviews and observations which were included in the survey. The qualitative study was chosen to get an understanding of how mathematics teaching is conducted in two different areas.

For many years, I have tried to understand why students end up in difficulties in mathematics. As a future teacher, it is extremely important to have knowledge of the various factors that leads to difficulties in mathematics. As a teacher it is obvious to meet the students who find mathematics a difficult subject, and, therefore it is necessary to have a broader knowledge of how to respond and support these students. According to Ahlberg, number of students with mathematics difficulties is increasing every year, therefore, it is important to help students and organize a supporting school environment that promotes and encourages learning (Ahlberg 2001, p. 104-105).

This survey is a case study with the purpose to find out the teacher´s perceptions about students´ motivation to mathematics. Further this study aims for the teacher´s vision on how they consider students´ motivation in mathematics in secondary school. To collect research data I have used semi structured interviews with four secondary school teachers. The result constructs according to categories that depict the purpose of the study. These categories define students? motivation like achieving different goals, students? basic knowledge, abilities and perceptions of mathematics and external factors that affect students? motivation.

 ABSTRACTThis master thesis defines a new concept ? Math Videos on the Net. The term refers to short,educational videos of mathematics that are freely available on the internet. The videos aredesigned to offer a complement to other course material for a specific element of a specific mathcourse and are directed to the target group of students studying the latter. Within this work, MathVideos on the Net have been created for the Swedish upper secondary school courses Matematik1b and 1c.The study aims to describe, analyze and interpret whether, and if so, how Math Videos on theNet can help support the work of teachers and students? development of knowledge in the firstmathematics course of the Swedish upper secondary school.

The purpose of this study is to gain a deeper understanding of how teachers and other people working with mathematics in a school context perceive inclusion in terms of education. In addition,the purpose is to describe their experiences of inclusive education in mathematics and to identify factors of importance for an inclusive approach to teaching mathematics. The starting point was the significance of inclusive education as regards the education system and research on the implementation of inclusive education internationally and in Sweden. The theoretical approach is founded in a special education perspective on teaching and the theory of optimal experience. The people interviewed for this study are directly or indirectly involved in the teaching of mathematicsat a school that explicitly works from an inclusive perspective.

This research is about how the educators view the best way to help multilingual students develop their understanding for mathematics. The aim of the study is to identify the different aspects from the teacher?s point of view of this new approach of teaching: what are the limitations versus the opportunities? The study is limited to a multicultural school in Stockholm and to the experience of a few class teachers and mother tongue teachers.A qualitative approach was used and the interview was selected as the method to collect the data. Three class teachers as well as three mother tongue teachers were interviewed about their experiences. The interviews were recorded and transcribed word by word.There have been discussions about the skills in mathematics in multilingual speaking students, and that their greatest obstacle of understanding mathematics is that they are being taught in another language than their own mother tongue.

This thesis which is about working with mathematics teaching has no effect/impact on performance and understanding of pupils. The study is intended to gain insight on working in mathematics education which has an impact on performance and understanding of students who are ethnically Swedish and foreign ethnic. In order to compare the ethnic Swedish and foreign students of ethnic understanding, I judged from their performance on the tests taken in year three. The qualitative approach permeated the work, both interviews and observations which were included in the survey. The qualitative study was chosen to get an understanding of how mathematics teaching is conducted in two different areas.

The purpose of this study is to find out how the teachers in preschool work with mathematics. How educators working to promote children's mathematics learning and how educators visualize math work. How they plan, implement and document the work of mathematics. I also want to find out how legal guardians perceive their children's mathematics learning in preschool.I have chosen to do interviews with the educators and survey legal guardians to make visible the work of mathematics in kindergarten. I interviewed six teachers who work at both younger and older children department.