The primary aim of this study in creative writing is research into an aspect of the writing process, namely the creation of spatial dynamics in a novel. This objective required the creation of an artefact. A novel titled Somersneeu was written in order to examine the very process of generating spatial dynamics in this novel in particular, as well as in the novel as such. Somersneeu was published by Human & Rousseau in 2010. Practice-based as well as practice-led research was fundamental to this study. An artistic creator registers intellectually whatever unfolds during the creative process and so new knowledge can simultaneously be created. The process of creating a work of art as well as the reflection thereon is fundamental to practice-led research. In other words, the creative process of an artefact like the novel Somersneeu is the source of a certain kind of knowledge that gradually emerges and can eventually be verbalised. Therefore a design concept for creating spatial dynamics may be articulated. It is a fact that a definite coherence exists between space and spatial dynamics. These two concepts are in reality inseparable and this cohesion is what is also being investigated in this study. Space actually consists of spatial dynamics since all the different facets of space, concrete as well as abstract, have definite and inseparable repercussions upon one another, causing a dynamic interaction among all facets of space. Apart from concrete or physical space, numerous abstractions of space take part in this interplay. These spatial abstractions are, for instance culture, identity, zeitgeist and the all-encompassing human psyche. The intense interplay among all the facets of space triggers spatial dynamics. This is the case in real life as well as in fiction. The above mentioned discussion of space and spatial dynamics is followed by an intense and heuristic view of the process of creating spatial dynamics. In order to create spatial dynamics in a novel, a novelist should have a strong sense of place. The essence of creating spatial dynamics in a novel consists mainly of the transformation of sense of place. The main aim of this study is then to present a design concept for the creation of spatial dynamics in a novel. This design concept may be used by other writers in order to create spatial dynamics in a novel. The novel Somersneeu as well as the questionnaire, reception documents and a list of publications of the writer are included as appendixes. / PhD (Afrikaans and Dutch), North-West University, Potchefstroom Campus, 2014

The primary aim of this study in creative writing is research into an aspect of the writing process, namely the creation of spatial dynamics in a novel. This objective required the creation of an artefact. A novel titled Somersneeu was written in order to examine the very process of generating spatial dynamics in this novel in particular, as well as in the novel as such. Somersneeu was published by Human & Rousseau in 2010. Practice-based as well as practice-led research was fundamental to this study. An artistic creator registers intellectually whatever unfolds during the creative process and so new knowledge can simultaneously be created. The process of creating a work of art as well as the reflection thereon is fundamental to practice-led research. In other words, the creative process of an artefact like the novel Somersneeu is the source of a certain kind of knowledge that gradually emerges and can eventually be verbalised. Therefore a design concept for creating spatial dynamics may be articulated. It is a fact that a definite coherence exists between space and spatial dynamics. These two concepts are in reality inseparable and this cohesion is what is also being investigated in this study. Space actually consists of spatial dynamics since all the different facets of space, concrete as well as abstract, have definite and inseparable repercussions upon one another, causing a dynamic interaction among all facets of space. Apart from concrete or physical space, numerous abstractions of space take part in this interplay. These spatial abstractions are, for instance culture, identity, zeitgeist and the all-encompassing human psyche. The intense interplay among all the facets of space triggers spatial dynamics. This is the case in real life as well as in fiction. The above mentioned discussion of space and spatial dynamics is followed by an intense and heuristic view of the process of creating spatial dynamics. In order to create spatial dynamics in a novel, a novelist should have a strong sense of place. The essence of creating spatial dynamics in a novel consists mainly of the transformation of sense of place. The main aim of this study is then to present a design concept for the creation of spatial dynamics in a novel. This design concept may be used by other writers in order to create spatial dynamics in a novel. The novel Somersneeu as well as the questionnaire, reception documents and a list of publications of the writer are included as appendixes. / PhD (Afrikaans and Dutch), North-West University, Potchefstroom Campus, 2014

Syftet med denna studie är att undersöka om materialet Praktisk matematik 1 passar att använda i matematikundervisningen i årskurs 1–3 utifrån arbetssättet konkret till abstrakt med fokus på kopplingen till de matematiska förmågorna och det centrala innehållet i matematik från Skolverkets (2019) läroplan. I studien undersöks vilka fem matematiska förmågor som elever ges möjlighet att öva, genom vilket centralt innehåll elever ges möjlighet att öva dessa fem matematiska förmågor samt hur materialet är utformat för arbete genom arbetssättet konkret till abstrakt.    Denna studie innehåller en kvalitativ innehållsanalys av materialet Praktisk matematik 1. För att analysera materialet skapades kriterier utifrån de matematiska förmågorna och det centrala innehållet från den svenska läroplanen (Skolverket, 2019). Materialets utformning för arbetssättet konkret till abstrakt analyserades utifrån studiens teori.   Resultatet visar att elever ges möjlighet att öva samtliga matematiska förmågor i olika utsträckning genom arbete med materialet Praktisk matematik 1. Genom områdena taluppfattning och tals användning, geometri och problemlösning ges elever möjlighet att öva samtliga fem matematiska förmågor. Genom områdena algebra och sannolikhet och statistik ges elever möjlighet att öva begrepps-, räkne- och problemlösningsförmågan och genom området samband och förändring ges elever möjlighet att öva begrepps-, räkne-, problemlösnings- och resonemangsförmågan. Dessa förmågor ges möjlighet att öva i olika utsträckning genom de olika punkterna som områdena innehåller. Materialet är utformat för att arbeta utifrån arbetssättet konkret till abstrakt genom att samtliga kort uppmanar elever till arbete med konkret material. Vid ungefär hälften av korten följs arbetet med det konkreta materialet av abstrakta beräkningar. / The purpose of this study is to investigate whether the material Praktisk matematik 1 is suitable for use in mathematics teaching in years 1–3 based on the working method concrete to abstract with a focus on the connection to the mathematical abilities and the central content in mathematics from Skolverkets (2019) curriculum. This study analyses which five mathematical abilities students are given an opportunity to practice, through which central content students are given the opportunity to practice these five mathematical abilities and in what way the material is designed for working from concrete to abstract.   This study contains a qualitative content analysis of the material Praktisk matematik 1. To analyse the material, criteria were created based of the mathematical abilities and the central content from the Swedish curriculum (Skolverket 2019). The material’s design for working from concrete to abstract was analysed from this study’s theory.   The results show that students are given the opportunity to practice all five mathematical abilities to a verifying degree through working with the material Praktisk matematik 1. Through the areas number perception and number’s use, geometry and problem-solving students are given the opportunity to practice all five mathematical abilities. Through the areas algebra and probability and statistics are students given the opportunity to practice the ability to comprehend mathematical terms, numeracy, and the ability to solve problems. Through the area connections and change student are given the opportunity to practice their ability to comprehend mathematical terms, numeracy, the ability to solve problems and reasoning ability. These abilities are given a varied opportunity to practice through the different points the areas include. The material is designed to work from concrete to abstract because every card calls on using concrete material. The usage of concrete material is in about half of the cards followed by an abstract calculation.

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