The word mathematics is often associated to addition, subtraction, division or multiplication. This is not the kind of mathematics that belongs to pre-school. In my essay I have chosen to write about how mathematics is used in pre-school. In the literature it is written that the best way of becoming familiar with mathematics, is to integrate it in the every day life but that there are educators that use traditional mathematics education in pre-school. The questions I would like to answer are:1.

The purpose of this study is to investigate the children?s mathematics learning through play. The questions to be answered are: how can teachers facilitate children?s mathematics learning through play? How can play affect children?s math learning? Are the children aware of the role of play in their mathematics learning?My method is based on interviews and observations. My informants are three teachers who work in two different preschools.

The aim of this study was to examine nursing personnel?s knowledge about oral health care and attitudes towards the free assessment of the oral status done by the dental service for elderly and handicapped persons in a municipality in the south part of Skåne, and also how personnel experience the free assessment of the oral status done by the dental service and how it functioned at the facilities. The study was carried out by sending out 150 questionnaires to nursing personnel at six special housing facilities. 73% (110 personnel?s) answered the questionnaires.

Andersson, J. 2008. Bildstenarna och den muntliga traditionen på Gotland under yngre järnålder. The Picture Stones and the Oral Tradition of Gotland During the Late Iron Age. Högskolan i Kalmar ht 2008.This is a study of the picture stones of Gotland and the oral tradition connected to them.

This essay is about literature instruction in the last three years of Sweden?s compulsory school from one teacher?s and six of his pupils? perspective. The research is analysed from a socio-cultural perspective on learning and literature reception.The empiric material is based on interviews with the teacher and six of his students.The research shows that there is a difference between what the pupils read on their spare time and what they read during Swedish instruction. It also shows that the pupils wants literature full of action where descriptions of people and the setting don?t slow down the reading experience.The teacher is successful in finding literature the pupils appreciate but sees the value of literature on another level ? in the processing of the reading experience.

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).

The purpose of this thesis was to examine teachers? perception of communication in the Mathematics lesson. I wanted to find out how teachers look at communication as a didactic manner and how they view their role in encouraging communication and discussion during the Mathematics lesson and what communication can contribute to students? learning in Mathematics, according to their beliefs. I have chosen a qualitative approach; I have interviewed six Mathematics teachers working in three different schools.

This essay is about literature instruction in the last three years of Sweden?s compulsory school from one teacher?s and six of his pupils? perspective. The research is analysed from a socio-cultural perspective on learning and literature reception.The empiric material is based on interviews with the teacher and six of his students.The research shows that there is a difference between what the pupils read on their spare time and what they read during Swedish instruction. It also shows that the pupils wants literature full of action where descriptions of people and the setting don?t slow down the reading experience.The teacher is successful in finding literature the pupils appreciate but sees the value of literature on another level ? in the processing of the reading experience.

Aim: Through the review of scientific articles, this study aimed to identify which oral health-related quality of life instruments that have been used in studies to measure the oral health-related quality of life in older individuals and the application of such instruments. Method: The study is based on a systematic literature review, where 14 articles have been chosen and evaluated against a checklist. Result: The oral health-related quality of life instruments that have been used on individuals, 65 years and older, are OHIP-49, OHIP-14, OHIP-20 or OHIP-EDENT, GOHAI and OIDP. The instruments are used to examine factors associated with the oral health-related quality of life. Significant associations have been identified, among other things, between the number of teeth in static occlusion, dry mouth and the quality of the dentures, and oral health-related quality of life. Social and cultural associations have also been revealed. Conclusions: Today there exist several well functioning instruments that are used for research purposes.

AimThe main aim of this study was to find out how teachers reflect on their work with developing pupils? interest towards mathematics in grade nine. As a teacher in mathematics, it is important to be aware of different views on interest towards mathematics and how it is possible to work in that direction. Since developing interest towards mathematics is written the in syllabus as criteria for teaching mathematics in grade nine, it is important to know and take an active role in finding ways to approach the issue.Main issues? How do teachers in grade nine reflect over their work with development of interest towards mathematics?? How are teachers? Beliefs Systems reflected in their work with interest?MethodThe main focus of this study was teachers? perspective on their own work on developing interest towards mathematics.

 The purpose of this essay is to examine some teachers' reflections on the importance of mathematics in preschool and the importance of language, communication and conceptualization in children's mathematics learning. The study's methodology is based on a qualitative approach, where I interviewed four teachers who work with the 6 -year-olds in two different municipal schools. The study shows the importance of language and communication in mathematics learning. It also shows the importance of the teacher's attitude as well as the educational environment to capture children's curiosity and interest.  Purpose and Issues: The purpose of this study is to investigate some pedagogue?s descriptions of mathematics in the preschool class.

This study aims to examine how heritage archives in Sweden create oral history by the conduction of interviews. Though previous research have shown that this is a task suitable for archives, there have been a lack of knowledge of how this is actually beeing done. Also, oral history have not earlier been studied in relation to the archives larger objectives. The heritage institutions that have been examined are Sjöhistoriska museet, Visarkivet and Dialekt- och folkminnesarkivet I Uppsala. They are all part of public authoritys and use oral history to create more pluralistic and diverse archive collections.

The purpose of this thesis is to examine the benefit of information literacy instruction in two student groups at Kristianstad University, in relation to development of critical information literacy and within the boundaries of the educational goals. This study takes on a critical information literacy perspective that combines critical pedagogy and standards for information literacy in higher education. Two methods have been used for data collection: interviews and questionnaires. According to the results of the study the information literacy instruction provided by the Kristianstad University Library is important and useful for the students in their academic studies. It also becomes clear that the information literacy differs between the two groups as a consequence of the varying information literacy instruction received by the two groups.

Based on earlier experiences of mathematics and mathematical learning, both as a student and as a teacher, I became more and more interested in how well the publicly accepted opinions about mathematics as an uninteresting, difficult and ?geeky? subject corresponded to reality. What do Swedish pupils really think about mathematics and is it possible to identify any differences in their attitudes based on the pupils? age?From this point of view the following questions were formulated:·What are pupils? attitudes towards mathematics in grades 3, 6 and 9 and how do they conceive their learning conditions?·Is it possible to detect any differences in the attitudes and preferences depending on the pupils? age?The result of this study compares well with previous studies done in this and overlapping fields and indicates that:·Younger pupils tend to have a better liking of mathematics but with increasing age that interest fades out.·Most pupils, without regard to age, consider mathematics to be one of the most important subjects, despite the fact that many pupils also find mathematics difficult and boring.·For pupils of all ages, the teacher is the most important factor in the learning process. Older students have more specific demands on the teacher for knowledge and pedagogical skills.·A high noise level, talking and disturbances in the classroom are the most bothering elements when it comes to learning mathematics.

Study aimed to see if the language has bearing on mathematics learning. The study used qualitative interviews of three first grade teachers and one special education teacher.The questions asked was:Do the teachers and specialist teacher, at the selected schools, think there is a connection between language difficulties and difficulties in mathematics and in case how is this connection.How does the teachers / specialist teacher make it easier for students to learn mathematics and swedish.The study was based on Vygotsky and Piaget teories. In previous research, it is primarily Malmer, Hoines, Lowing and Kilborn who´s been treated. Within the governing documents, it is mainly the compulsory school curriculum Lpo-94, and the curriculum for mathematics treated.I hope that the study has conclude that there is a connection between language and mathematics learning.I tried to emerged this through interviews with tree teachers and one special teatcher but i couldn´t. The teatchers couldn`t fint that it was the only reason to why the pupils hade difficulties in mathematics.But in the literature I found the relation between language- and mathematicdificulties..