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Textbooks are a most important feature of teaching mathematics in the classroom, in Sweden as well as in many other countries. For teachers and students, the textbooks often determine what is school mathematics and also what is mathematics. Previous studies on textbooks and the use of textbooks in teaching and learning mathematics raise important questions about textbooks as representations of the curriculum. One important question concerns their role as a link between curriculum and activities in classrooms. In this thesis, some international investigations in this connection are reviewed and analyzed. Moreover, in order to illustrate the role of textbooks as the potentially implemented curriculum, a content analysis of a textbook series, is conducted. The development of the textbook series, a commonly used schoolbook in Sweden, is portrayed in the light of the curriculum development. Some findings from the analysis of the textbooks show that the objective of mathematics, formulated in the national curriculum, are only partially realized. / <p>Godkänd; 2003; 20070214 (ysko)</p>

Syftet med studien är att undersöka hur mellanstadielärare beskriver sin planering och undervisning för hållbar utveckling inom ramen för geografi ämnet. Studien ämnar även att undersöka möjliga skillnader mellan olika socioekonomiska områden i Stockholms län och vilka anpassningar lärare gör för att undvika framtidsoro. Detta är en kvalitativ intervjustudie där empirin utgörs av sex lärarintervjuer, där samtliga undervisar inom alla SO-ämnen. Resultatet visar en genomgående önskan om och behov av att arbeta ämnesöverskridande med ämnet, men att tiden för detta inte finns. Alla lärare berättar att deras elever i olika mån uttrycker oro kopplat till klimatförändringar, men det framkommer också att en tredjedel av lärarna upplever ett ointresse och bristande engagemang blandeleverna för ämnet. Det som väcker elevernas intresse uttrycks vara verklighetsförankrat arbete och naturkatastrofer, trots att det bidrar med spridda känsloyttringar hos eleverna. Vidare framgår det även att skolor inom socioekonomiskt svaga områden behöver lägga mer tid och fokus på språkutvecklande arbetssätt, begreppsförståelse och faktabaserad undervisning. Detta fokus i undervisningen beskrivs bero på elevernas förkunskaper i ämnet och deras språkkunskaper. Skillnader beroende på socioekonomiska områden är även kopplade till vad elevernas föräldrar har för inställning till ämnet, vilket speglar lärarnas utformning av undervisningen, där målet blir att utvidga och nyansera elevernas syn på ämnet.

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This study investigates controversial topics in Swedish history education and strategies to handle them. Skolinspektionens report indicates that 21 out of 30 schools need to reconsider their work with these subjects. To work with controversial issues in schools is fundamental for developing democratic thinking and being able to have an active role in society. To conduct this study, data was collected through mixed methods, incorporating both quantitative and qualitative approaches. Six teachers were interviewed. Prior to the interviews, they were asked to rank nine topics from the core content of Swedish history education in terms of controversy, inspired by Woodley's study. The interviews were based on the teachers' rankings. During the interviews, the teachers elaborated on their reasons and their strategies on how to handle controversial topics. The informants were also asked to rate themselves on a ten-point scale, referred to as the risk-taking scale, inspired by Kitson and McCully's research.  The results of our study indicate that several topics can be considered controversial, influenced by significant factors such as present student groups and connections to current social issues and conflicts. Some strategies were common among teachers, such as never ignoring controversial discussions. One of the most important factors for containing a civil discussion is to have a good relationship with your students. These factors have a meaningful role in the develop our future democratic citizens. However, there were variations in strategies employed.Through our analysis, we can identify why certain topics may become controversial, as well as which strategies are effective in managing conflicts and strong opinions in the classroom.

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