<p>När vi har varit ute i olika skolor har vi sett tydliga spår hos elever att deras intresse för matematik minskar ju högre upp i åldrarna eleverna kommer. Vi har även observerat många olika typer av lärare och undervisningsstilar. Syftet med arbetet är därför att titta närmare på hur intresset ser ut i två klasser i årskurs sex på två olika skolor samt titta på vilka faktorer som påverkar intresset hos eleverna. För att ta reda på detta har vi utfört enkätundersökningar i de olika klasserna. Utifrån svaren från enkäterna valde vi ut fyra elever i varje klass för intervjuer, hälften som enligt enkäterna tyckte om matematikämnet och hälften som inte tyckte om det. Genom den här undersökningen kunde vi se att intresset i de två klasserna ser väldigt olika ut. Orsaken till detta kan vara att i den ena klassen var undervisningen mer varierande och läraren har en utbildning inom matematikämnet.</p> / <p>When we have been out in different schools we have seen traces that the pupils’ interest in mathematics is decreasing when they reach the higher school grades. We have also observed many different kinds of teachers and teaching styles. Our purpose with this study is to look closer into how the interest seems to be in two classes, both in the sixth grade, and determine which factors may be behind the decreasing interest in mathematics among the students. To obtain knowledge about this, we conducted surveys in the classes. Then, we chose four pupils from each class, based upon the result of the survey, two in each class who like mathematics and two in each class who do not. The result of this study shows that interest in mathematics differs in the two classes. Underlying reasons for this might be varying methods in teaching and the teacher’s qualification.</p>

När vi har varit ute i olika skolor har vi sett tydliga spår hos elever att deras intresse för matematik minskar ju högre upp i åldrarna eleverna kommer. Vi har även observerat många olika typer av lärare och undervisningsstilar. Syftet med arbetet är därför att titta närmare på hur intresset ser ut i två klasser i årskurs sex på två olika skolor samt titta på vilka faktorer som påverkar intresset hos eleverna. För att ta reda på detta har vi utfört enkätundersökningar i de olika klasserna. Utifrån svaren från enkäterna valde vi ut fyra elever i varje klass för intervjuer, hälften som enligt enkäterna tyckte om matematikämnet och hälften som inte tyckte om det. Genom den här undersökningen kunde vi se att intresset i de två klasserna ser väldigt olika ut. Orsaken till detta kan vara att i den ena klassen var undervisningen mer varierande och läraren har en utbildning inom matematikämnet. / When we have been out in different schools we have seen traces that the pupils’ interest in mathematics is decreasing when they reach the higher school grades. We have also observed many different kinds of teachers and teaching styles. Our purpose with this study is to look closer into how the interest seems to be in two classes, both in the sixth grade, and determine which factors may be behind the decreasing interest in mathematics among the students. To obtain knowledge about this, we conducted surveys in the classes. Then, we chose four pupils from each class, based upon the result of the survey, two in each class who like mathematics and two in each class who do not. The result of this study shows that interest in mathematics differs in the two classes. Underlying reasons for this might be varying methods in teaching and the teacher’s qualification.

Summary It is inspiring to see museum visitors evolve and develop through art exhibitions. Great potential lay in facilitating the learning experience by art exhibitions, and the possibility of designing exhibitions that make visitors attracted to learn. The purpose of the present work is to study the means of creating favorable conditions for lifelong and enjoyable learning in art exhibitions.   The concept of learning has multiple definitions, and several have been used effectively in various ways in preceding works. The underlying principle of this work is that visitors learn by actively processing information in their own minds and through experiences. The term lifelong learning is often associated with employability and adaptability. In this work, the view of lifelong learning is from a museum perspective, and that it is a form of learning that involves enjoying learning and actively seeking opportunities to learn, irrespective of the level of education and employment status. We define enjoyable learning at art exhibitions as a state of mind when visitors enjoy themselves because they are learning.   Art education has, since the first museums were founded, strived for becoming more available on many levels. Art educators have pursued and attempted to construct more pleasant forms of learning involving more dialogue and participation of visitors. Given that the field of art education is constantly evolving, critical examination of current practices remain useful tools.   A series of questionnaires were handed out to museum visitors during four exhibitions. The visitors were asked to define the reason for coming to the art exhibition in question and to formulate their perceptions of their learning experience. A total of 200 questionnaire replies were collected, examined and analyzed. The primary attraction to the art exhibitions was to have an art experience. 72 of 200 people came just to see and experience art, and 124 people responded that they came to see and experience art along with any of the other options. There were only 6 people who came just to learn, and just as many said they do not like to learn and discover new things in art exhibitions. Based on these results, we find that providing motivation for learning appears important and an underexplored area. To create favorable conditions for lifelong learning in art education is to get a clearer link to personal development and employability. One can facilitate, and attract, visitors to enjoyable learning in exhibitions by letting them know more about the museum, the staff and the thoughts that are behind the exhibits. Partnerships can attract more and new visitors. It is important that the exhibition has an art education that is well established which can enhance the experience of art. The pedagogy should not interfere with the experience of art, considering that some visitors were disinterested or even negative towards learning. Many of the respondents were satisfied but wanted more information through interaction with staff and/or artist. The greatest art educational challenge appears to be providing the visitors motivation for learning by giving them what they did not know they wanted.     Key words: Art education, Museum, Exhibition, Lifelong learning, Enjoyable learning. Sökord: Konstpedagogik, Museum, Utställning, Livslångt lärande, Lustfyllt lärande.

The purpose of this qualitative study is to examine what possibilities and obstacles teachers may experience when working with the ASL-method from a perspective that concerns students’ literacy development. The reason why we have chosen to study the ASL-method is that this method has spread like wildfire in Swedish schools to streamline literacy development among students. We have gathered our empirical data through semi-structured interviews with five teachers who actively work with the ASL-method. The results show that the method contributes to individualized and enjoyable learning since students can work from their own knowledge and language levels. This study also shows that the ASL-method contributes to more opportunities than obstacles, but there are some factors to consider when implementing this method in the classroom such as the teachers competence, personal qualifications and what demands it may put on teachers and students. Altogether, this study gives a balanced presentation of the ASL-method to teachers who are considering implementing this method in their teaching.