Undersökningen handlar om vad barn mellan 7-15 år och deras föräldrar har för uppfattningar om skolans läxarbete. Under lång tid har fenomenet läxor debatterats och diskuterats i massmedia och då är det oftast läxarbetets negativa sidor som debatterna har varit fokuserade på. Syftet med den här studien är att undersöka elevers och föräldrars positiva och negativa uppfattningar om elevers läxarbete. Kan bilden som uppfattningarna ger kopplas till ett sociokulturellt sammanhang (Vygotskij, 1934), som är den teoretiska kopplingen i den här studien? Påverkas elevernas inställning till läxor beroende på vilka sociala och kulturella värderingar familjerna har? Finns det några skillnader i flickors respektive pojkars inställning till läxor? Studien bygger på tidigare undersökningar som gjorts angående läxor och kvalitativa intervjuer med 20 personer, fördelat på 5 pojkar, 5 flickor, 5 pappor och 5 mammor. Intervjuerna har analyserats och bearbetats för att slutligen leda till ett resultat och svar på ovanstående frågeställningar. Resultatet visar på en positiv bild av läxarbete från både eleverna och föräldrarna. Samtliga intervjuade i undersökningen anser att det är bra med läxarbete, men att det även ska finnas tid över till annat. Leos (2004) förslag om att förlänga elevernas skoldag och att då schemalägga läxarbetet ansåg de intervjuade personerna i den här studien kunna vara en bra lösning för dem som har svårigheter i samband med läxarbete.Nyckelord:Elever, fritid, föräldrar, kultur, läxor, miljö.

No description available.

No description available.

This study investigates some students’ and teachers’ beliefs about the role of homework in mathematics in Sweden. By interviewing eight adolescent students and two experienced mathematics teachers the study discusses the role of homework in relation to learning, teaching, achievements, and relationship between students, teachers and parents. The results suggest that (a) students and teachers have similar beliefs and perspective on homework (b) students and teachers believe in the use of homework to increase mathematics test results (c) homework breeds relationship and communication between students, teachers, and parents (d) the quality and quantity of homework is essential, and that (e) well developed relationship between parents, students, and teachers is essential to create successful students who appreciate homework.

Homework in mathematics is a well-debated subject and can affect young children’s everyday life. This paper aims to investigate teachers' decisions regarding mathematics homework using the question “Which factors influence teachers in using homework in mathematics?” through an analysis of the existing research. The basis of the study consists of twelve articles and materials from different parts of the world. Results showed that many factors can impact the decision and how much is different from one teacher to another. Parents' view of homework and their influence on their children's learning in mathematics is something that emerged significant in the use of homework. The role of equality in the discussion of homework is also something that emerged as noticeable as all students have different prerequisites. The findings in our study showed that homework in mathematics do not have a negative impact on students´ academic achievement as long as the homework consists of a moderate amount. One of our most significant findings of this paper concluded that homework should be adapted to every individual and their needs, which teachers have to consider. Our professional development has increased by this study, as a result of a better understanding of the research area.

No description available.

The purpose of this qualitative study was to examine the perceptions of parents and teachers of elementary school students regarding homework. Specifically, the researcher examined parent and teacher perceptions, perceptions of teachers in kindergarten through fifth grades, and parents of elementary students in kindergarten through fifth grades. In this qualitative study, the researcher analyzed feedback obtained from two focus groups: a group of three parents and a group of three teachers. One-on-one in-depth interviews of seven parents or guardians and seven elementary school teachers were utilized. These interviews were conducted in settings chosen by the participants. All participants worked in, or had children enrolled in, one school division in Southwest Virginia. All interviews were recorded, transcribed verbatim, and examined by the participants to validate accuracy before coding began. Coded analysis of interview data revealed emergent themes based on frequency of occurrence. Additionally, noteworthy data discussed by participants were documented. The findings of the study indicate that homework for elementary school students can be both beneficial and detrimental for elementary school students. The following themes emerged from analysis of participant interviews: homework can lead to stress; homework should be differentiated; homework should be brief; failing to complete homework results in school consequences; homework reveals student successes and areas of concern; homework amounts don’t increase with grade level progression; nightly reading homework is acceptable; teachers have a misconception between what they believe they are assigning and what is actually occurring; and homework must have a purpose. Moreover, noteworthy ideas were: teachers will make changes to homework based on parent feedback; homework impacts sleep; homework reduction can be beneficial; parents enjoy having homework options; parents appreciate information about homework; and teachers do not like assigning homework.

The aim of the study was to investigate teacher practices to involve parents in homework in Namibian schools, particularly in the Ombuumbuu cluster in the Onesi circuit. The problem was conducted by a literature study and empirical investigation. The literature review explored the views of teachers regarding the involvement of parents in their children's homework, the need for parent involvement in homework and an exploration of models of effective practices to ensure parent involvement in homework. The empirical study investigated the nature and effectiveness of teacher practices to involve parents in homework in schools in the Ombuumbuu cluster. The findings indicated that although most teachers in the study agreed that parent involvement in homework is important for learners' success, the literature review and the empirical investigation showed little parent involvement in homework in many schools. Based on the literature and the empirical investigation, recommendations were made for teachers with regard to the improvement of parent involvement in homework. / Educational studies / M. Ed.

The aim of the study was to investigate teacher practices to involve parents in homework in Namibian schools, particularly in the Ombuumbuu cluster in the Onesi circuit. The problem was conducted by a literature study and empirical investigation. The literature review explored the views of teachers regarding the involvement of parents in their children's homework, the need for parent involvement in homework and an exploration of models of effective practices to ensure parent involvement in homework. The empirical study investigated the nature and effectiveness of teacher practices to involve parents in homework in schools in the Ombuumbuu cluster. The findings indicated that although most teachers in the study agreed that parent involvement in homework is important for learners' success, the literature review and the empirical investigation showed little parent involvement in homework in many schools. Based on the literature and the empirical investigation, recommendations were made for teachers with regard to the improvement of parent involvement in homework. / Educational studies / M. Ed.

Det finns många positiva aspekter med spel i undervisningen, bland annat kan det bidra till ökadmotivation och engagemang. Men det finns också många hinder, det kan krävas mycket tid av läraren föratt sätta sig in i och lära sig hantera ett specifikt spel och det kan vara svårt att anpassa ett spel tillläroplanen, vilket i sin tur kan göra undervisningen långsammare och ineffektiv. Denna studie syftar tillatt undersöka om huruvida läxläsning kan utföras med hjälp av digitala spel på ett effektivt och roligt sätt.Rapporten beskriver ett spel där läraren kan anpassa innehållet efter läroplanen. Spelet innebär atteleverna gör läxorna genom att spela spelet och lärare kan automatiskt ta del av elevernas resultat ochanpassa undervisningen därefter. Resultatet visade att konceptet uppskattades både av de deltagandeeleverna samt läraren. Den inledande prototypen fokuserar enbart på matematik. / There are many positive things about using games in education, for instance it can improve bothmotivation and commitment. But there are also a lot of obstacles, it might require the teacher to spend alot of time to engage with a game and learn a specific game and it might be hard to customize the game’scontent according to the curriculum which could make the tuition slow and ineffective. This study’spurpose is to investigate whether the homework can be performed while playing digital games in aefficient and fun way. The report describes a game where the teacher can customize the content accordingto the curriculum. The idea is to make it possible for students to do their homework while playing thisgame and the teachers will automatically be able to receive the results and customize the tuition accordingto it. The initial prototype will focus on the subject math.