AbstractMy essay is about pupils with difficulties in mathematics. I have choosed to do a literaturestudy and interviews of teachers to get some answers to my framing of the questions.· What is mathematical difficulties?· How do we discover pupils with mathematical difficulties?· What can a teather do to facilitate for pupils with mathematical difficulties?· What resources is there to help pupils with mathematical difficulties?I have done my investigationin two schools to be abel to see if the schools are working in the same way and have the same prerequisite of pupils with mathematical difficulties.By doing an interview with both teachers and remedial teachers I have got a better insight how to help pupils in the best way. Both of this schools are putting the pupils in the middle and give them wath they need to get to the destinations that claims. The procedure are not the same between the schools.

In this study we examine to what extent people with disability participate in television news and how they are represented. We chose to examine one broadcast per day of SVT Public Service news program Rapport and commercial channel TV4 Nyheterna (TV4 News) during one month using quantitative content analysis and qualitative discourse analysis.We found that people with disability are underrepresented in television news. In Rapport only 1,9 percent of the total broadcasting time contained people with disability and in TV4 Nyheterna 3 percent of the total broadcasting time contained people with disability. In the news people with disability were often represented as stereotypes, most commonly as victims. The focus was often on the medical aspect of the disability and on the problems that people with disability had.

The Swedish curriculum points out mathematical communication as one of the importantabilities that students need to develop. Previous studies show that students have not been given the right conditions to develop this ability sufficiently. The purpose of this study is to investigate how some Swedish teachers interpret mathematical communication and how the work with this takes place in their classrooms.The investigation consists of qualitative interviews with six teachers in the grades of Fk-3. The interviews have been focused around the teacher's interpretation regarding mathematical communication, how this is reflected in their work in the classroom and also if they see any advantages or difficulties in working with mathematical communication with their pupils.The result of the study shows that the teachers are well aware of the importance of communication and they have a will and an intention to let the pupils communicate mathematically. Mathematical communication is emphasized mainly as important for the pupil's learning and understanding.

The purpose with this study is to gain understanding about student´s view of mathematical education, in the later years of nine-year compulsory school, and the motivation factors that can be identified when student´s gives opportunity to express their own thoughts due to the mathematical education. From experiences we have gained during the practical part of our teachers education we got the impression that student´s think that the mathematical education is boring and uninteresting. Through qualitative methods such as survey and discussions in focus group we have analyzed student´s views of mathematical education and pointed out witch motivation factors that are expressed when student´s gives opportunity to influence over their own education. The results are shown from the answers and comments that student´s gave, during the survey and focus group, and is divided into two main parts, both with focus on motivation ?Mathematics and motivation? and ?Student´s influence and motivation? and also a summery part ?Motivated for mathematical education when the student is given influence over the education?. The study showed that student´s wants to have more difference in the work methods that are used in their mathematical education such as problem solving, games, more work in groups and pairs and more use of IT. In conclusion the study also gives suggestions to other studies that can be made in the same genre as this study in the way that IT can be used in mathematical education and how student´s interest can be used in the education to gain more motivated student´s..

Purpose/Aim: The aim of this study is to (1) analyze the amount of exposure disability sports get in Swedens biggest newspaper (Aftonbladet), (2) look at how Aftonbladet portraits disability sports and it?s athletes, and finally (3)  to see if there has occurred any change over time (during the last eight years). Material/Method: The first method used is a quantitative analysis to measure exposure.The second method is a quantitative content analysis which is used to analyze how disability sports are portrait.The third method is rhetorical and is also used to analyze how disability sports are portrayed. Main results: The study has shown that disability sports get very little exposure in Aftonbladet. The articles in the newspaper that cover disability sports are portrayed from a personal point of view without much focus on the athletes achievements regarding his or her sport.

The purpose of this study has been to investigate how four 3rd grade pedagogues allow communication in the teaching of mathematics and how these pedagogues allow their students to use and expand their language of mathematics. It has also been an aim to investigate these four pedagogues? opinions about the significance of communication and of the language of mathematics for students? mathematical learning.The study is based on a sociocultural perspective of Vygotskij?s. The theory implies the importance of using the language and communication for students? learning.

The purpose of this study is to show the importance of task texts for students in grades 5 when solving mathematical problems. It was conducted in a class 5 (where the children are 11 years old). The pupils were assigned two different tests with mathematical problems; one where the problems were described in text and one where the problems were presented with numbers and mathematical signs. Previously done research, done on bilingual children, (Bernardo, 2002) shows that pupils tend to do better on mathematical tests when no text is presented. My research supports that theory even though the correlation is not that strong.

This study was about disability organisations opinion concerning ICF: s importance in their work to receive the same recognition and human rights for their members as citizens. The aim has been to elucidate disability organisations awareness about and use/non use of ICF and to increase the understanding of ICF: s importance for recognition and redistribution. Three different methods have been used: literature study, questionnaire survey, both on counties' (27) - and national (26) level and interviews (5) on national level. There is also a distinct difference between the disability organisations that represents people with visible impairments, who don?t think that ICF is so useful and they that represent people with invisible impairments, who thinks that ICF is a useful tool.

My project is about attitudes towards disabled people, about our fear for those who are different, about acceptance, ideals and normality.My inspiration has been prosthesis, and mostly people that are born without limbs. Through my research I have come across a lot of questions. Such as, why is a prosthesis so important and for whom? Why is it so important to be normal? What is normal and for who? People that are born different se upon themselves as normal, until they realize that others don?t. Many of them want to learn how to deal with life without prosthesis. And therefore they reject these. Sometimes the prosthesis is aids that are highly necessary.

The aim of this study is to investigate into the use of discussions in the classroom to help the pupils develop a deeper understanding of mathematical concepts and operations. The empirical data contain interviews with two teachers and observations from their lessons. The purpose of the interviews was to find out what importance the teachers ascribed to the ability of their pupils to talk about mathematics, and how they organised their classes to encourage mathematical discussions. With the observations, I was able to see the interaction in the classroom and hear discussions between the teacher and the pupils, as well as between the pupils themselves.The interviewed teachers proved to share my own belief in the results of researchers like Malmer (1999) and Löwing (2006) about the importance of verbal discussion, argumentation and reflection during mathematics classes. But convictions derived from the research of others are one thing, the practical application of the wisdom in the classroom another.

The purpose of this study is to find out teachers view on manipulatives as a way to concretize a certain mathematical content and to highlight knowledge and experiences within the range of using manipulatives to concretize. By answering the questions below different approaches a teacher may have towards the manipulatives and how that may impact on student?s learning will also be discussed in comparison to mainly traditional and socially constructive theories of learning.What is the teachers view on manipulatives as a way to concretize?What purpose do they have when using manipulatives?According to the teachers, what does it mean to concretize a certain mathematical content?According to the teachers, what connection is there between manipulatives and concretizing?Through interviews and observations conclusions can be made that the teachers are in general positive towards using manipulatives as a way to concretize a certain mathematical content although the definition of what a manipulative is differ somewhat between the teachers. The teachers working with manipulatives do it in a well thought out fashion but more research is needed to furthermore define the purpose of using manipulatives. Few countries spend so much time concretizing and working with manipulatives as Sweden do, but still Sweden score below the OECD-average on the mathematical PISA-tests.

This paper investigates the methods used by teachers when teaching elementary mathematics to children with Swedish as their second language. The original mathematical terminology derives from Latin, Greek and Arabic, this terminology is not of great importance in this paper, the everyday language spoken in elementary classes when teaching mathematical concepts and calculations to younger children is. The use of everyday language is an advantage for children with Swedish as their second language as mathematical problems presented in a more plain language is easier to comprehend and solve than problems in mere numerals. Special teachers in home language classes often have the task of clarifying the mathematical concepts, introduced to the children during mathematical lessons, in the pupils first acquired language. A qualitative method was used in this study.

This study illuminates one part of the mathematic teaching in school, which is mathematical problem solving in groups. It examines teacher?s and student?s ideas about what conditions it takes to be able to learn in groups. Further on, it studies the importance of group structure when it comes to working with mathematical problem solving in groups from a process focused and/or a product focused learning. Through observations of student groups and interviews with the students and the mathematic teachers, the material has been compiled and analysed under three different headings: conditions for learning in a mathematical problem solving situation, importance of group structure in a mathematical problem solving situation and process versus product.

In this thesis we study four groups of students in grade 8, 9 and 10 when they try to solve a classical mathematical problem: Which rectangle with given circumference has the largest area? The aim of the study was too see how the students did to solve a mathematichal problem?The survey shows that students have rather poor strategies to solve mathematical problems. The most common mistake is that students don?t put much energy to understand the problem before trying to solve it. They have no strategies.

The aim of this study is to investigate into the use of discussions in the classroom to help the pupils develop a deeper understanding of mathematical concepts and operations. The empirical data contain interviews with two teachers and observations from their lessons. The purpose of the interviews was to find out what importance the teachers ascribed to the ability of their pupils to talk about mathematics, and how they organised their classes to encourage mathematical discussions. With the observations, I was able to see the interaction in the classroom and hear discussions between the teacher and the pupils, as well as between the pupils themselves.The interviewed teachers proved to share my own belief in the results of researchers like Malmer (1999) and Löwing (2006) about the importance of verbal discussion, argumentation and reflection during mathematics classes. But convictions derived from the research of others are one thing, the practical application of the wisdom in the classroom another.