Denna studie undersöker hur laborativt material används i matematikundervisningen i åk. F-3. Studien tittar även på bakomliggande förklaringar till varför lärare använder materialet eller ej, samt vad som krävs för en ökad användning. Metodvalen i föreliggande studie är av både kvantitativ- och kvalitativ karaktär och består utav en online-enkät som besvarats av 199 lärare. Resultatet visar att laborativt material är ett relativt vanligt inslag i matematikundervisningen. Det påvisar även att lärares teoretiska kunskaper om, och erfarenheter av laborativt material påverkar i vilken utsträckning det nyttjas i undervisningen. Slutligen framgår det att lärare upplever att fortbildning skulle öka deras användande av laborativt material i undervisningen. / This study examines how laboratory material is used in mathematics teaching in class. F-3. The study also looks at the underlying explanations for why teachers use the material or not, as well as what is required for an increased use of the laboratory methods in mathematics teaching. The method choices in the present study are of both a quantitative and qualitative nature and consist of an online questionnaire answered by 199 teachers. The results show that laboratory materials are relatively common in mathematics teaching. It also shows that teachers' theoretical knowledge of, and experiences of laboratory materials affects the extent to which it is used in teaching. Finally, it appears that teachers feel that continuing education would increase their use of laboratory material in teaching.

Subject description is a linguistic practice, and therefore all controlled vocabularies are built upon theories of language. However, the underlying theories are rarely discussed in greater length. The purpose of this thesis is to investigate what epistemological foundations controlled vocabularies are built upon and what consequences that has for their internal structure. The main object of interest is the category. From a rationalistic point of view categories are universal and well defined. In a pragmatic point of view categories are contextual with fluid boundaries. A pragmatic point of view has been shown by Wittgenstein and Rosch to more accurately describe how language works, therefore the standpoint of this thesis is that a controlled vocabulary that takes a pragmatic approach will be a better tool for indexing and searching. The study is done in three parts. First the theoretical literature on knowledge organisation is investigated. The findings are that there is a divide among writers who take a rationalistic and pragmatic approach. Then, guidelines and principles from IFLA, LCSH, Svenska ämnesord and MeSH are examined. In all cases the rationalist view is favored but the quirks of language are handled in different ways. In IFLA's FRSAD, the writers claim to take no theoretical stance but in reality they take a rationalistic perspective. LCSH blame the inconsistencies in the system on the many people that have worked on it over a long period of time. SAO is built with LCSH as a role model and therefore have the same problems, although they have gone towards a more pragmatic approach. MeSH, however, acknowledges that language is more complicated, and the controlled vocabulary is built on a more pragmatic foundation. Lastly, examples from the controlled vocabularies are discussed. The finding is that, in practice, controlled vocabularies work in accordance with a pragmatic perspective. This is a two years master’s thesis in Library and Information Science.

I denna studie har jag undersökt vilka hinder som uppstår när jag spelar dubbelgreppsetyder på violin. Syftet med studien var att utveckla min förståelse för vilka hinder som uppstår samt att utveckla min tekniska förmåga i att spela dubbelgrepp. Studien genomfördes under höstterminen 2023 där respektive etyd övades på en timme om dagen i sju dagar. Processen dokumenterades genom videoinspelning och loggbok. Studien utgår från pragmatismen som teoretiskt perspektiv, samt litteratur och tidigare forskning om dubbelgrepp, fiolteknik, övning och musikaliskt lärande. För studiens resultat användes en praktisk epistemologisk analys. I studiens resultat framgår vilka hinder som uppstod i mötet med etyderna och hur jag handlade för att överbrygga dessa hinder. I diskussionen belyser jag dessa resultat i relation till den litteratur och tidigare forskning som presenteras i studien. / In this study I have investigated what obstacles occur when playing double-stop etudes on the violin. The purpose of this study was to increase my understanding of what obstacles occur and to develop my technical skills in playing double stops. The study was done in the fall semester of 2023, where I practiced each etude one hour a day for seven days. The process was documented with video recording and logbook. The study is based on pragmatism as a theoretical perspective, along with literature and previous research on double-stops, violin technique, practicing and musical learning. For the result of the study a practical epistemological analysis was being used. In the result of the study the obstacles that occurred are presented, along with the actions being used for overcoming those obstacles. In the discussion the results are illustrated in relation to the literature and previous research presented in the study.

This thesis is a study of inquiry. Drawing upon the work of American pragmatist John Dewey, this work seeks to contribute to our understanding of the construction of knowledge within the social system of communities of inquiry. The process of inquiry that is traced in this work is one effected in the course of architectural designing. An ethnographically informed study of an architectural masterplan project is used to illustrate Dewey's ideas and how they are played out in design practice. This thesis is understood to correspond with the growing interest of the students of organisational learning and knowledge management in knowledge creation and the underlying social processes. It is further seen as a response to the claim that the key processes of knowledge creation remain largely an enigma. Agreement has been established with Dewey that knowledge is not just an end in itself but a form of action, a medium of change and social transformation. The formation of knowledge, however, within the operation of inquiry is not a matter that “naturally” runs its course. The process of inquiry as studied both in theory and practice has shown just how much its results, which by definition constitute knowledge, are shaped by the institution and control of a problem. A problem is a social construct and the product of the purposeful selection and arrangement of pieces of information. Inquiry is therefore considered a process of controlled knowledge formation. That which counts as knowledge in the realm of social phenomena has been shown to be a matter not so much of agreement between actions and their consequences but agreement in terms of intellectual acceptance. What “satisfies” as a solution (such as the final masterplan) has therefore been shown to be not necessarily a question of its logical status.

Syftet med denna avhandling är att bidra till förståelsen av hur lärares professionella utveckling kan stödjas. Detta har gjorts genom att undersöka vilka konsekvenserna blir av att lärare ser sig själva på videoinspelningar från sin egen undervisning. Resultaten som presenteras bygger på en longitudinell undersökning. I den första studien deltog lärarstudenter som gick sista terminen på folkhögskollärarprogrammet. De spelade in sin undervisning under den verksamhetsförlagda delen av utbildningen, ”praktiken” på en folkhögskola. Det som eftersöktes var vilka situationer som överraskade lärarstudenterna när de sedan såg sig själva på film. De skrev ner sina reflektioner och resultatet visade att överraskningarna handlade om bristen på lyhördhet i relation till deltagarna. De formulerade också tankar om hur de skulle vilja agera i klassrummet. I den uppföljande studien spelade några av dessa personer, som nu varit verksamma folkhögskollärare i två år efter avslutad utbildning, återigen in en av sina lektioner. Denna gång beskrev lärarna att de på filmen såg att de hade förändrat eller utvecklat sina handlingsvanor till ett mer deltagarorienterat förhållningssätt. De beskrev också att de agerade på ett mer professionellt sätt. Den teori som legat till grund för analysen har sin grund i ett pragmatiskt synsätt på lärande. Från symbolisk interaktionism har begreppen ”I” och ”me” använts, och för att i det här fallet undersöka den professionella aspekten av ”me” har begreppet ”professionalme” prövats. / The aim of the thesis is to contribute to the understanding of how teacher’s professional development can be supported. What have been investigated are the consequences that result from teachers watching video recordings from their own teaching. The results presented are based on a longitudinal investigation. In the first study, student teachers from the last semester of the folk high school teacher program participated. They recorded their teaching during the school-based part of the program, the practicum at a folk high school. What were investigated were situations that surprised the student teachers when they saw themselves on the video recording. They wrote down their reflections and the result showed that the surprises were about their lack of responsiveness in relation to the participants. The student teachers also formulated ideas about how they would act in the classroom. In the follow-up study, some of these teachers, who now had been working as graduated folk high school teachers for two years, once again video recorded one of their lessons. This time the teachers described in interviews that they, on the video recording, could see that they had changed or developed their habits to a more participatory approach. They also described that they acted in a more professional manner. The theory underlying the analysis is based on a pragmatic theory of learning. From symbolic interactionism, the concepts of "I" and "me" have been used, and in this case, to examine the professional aspect of "me", the concept of "professional-me" has been used.

Denna essä kan läsas som en reflektion över tre års arbete med och utveckling av estetiska lärprocesser på lärarutbildningen. Även om exemplen är hämtade från matematikdidaktiken rör sig diskussionen huvudsakligen på en mer generell nivå än detta specifika ämne. På många sätt handlar essän lika mycket om lärande i allmänhet som om matematikdidaktik. Utifrån den fenomenologiska undersökningen rör sig diskussionen mellan mina personliga erfarenheter och den filosofiska teorin. Jag använder mig av tankar från Aristoteles, Hans-­‐Georg Gadamer och John Dewey och låter dem möta några av de svenska forskare som under de senaste åren bidragit till det aktuella fältet eller till angränsande fält. Jag hoppas i denna essä kunna synliggöra olika aspekter av erfarenhetsbaserad undervisning och lärande likväl som de problem och möjligheter som finns i fenomenet estetiska lärprocesser – förhoppningsvis kan mina iakttagelser och reflektioner vara av värde vid en utveckling av såväl matematikdidaktiken som av andra ämnen på lärarutbildningen / This essay can be red as a reflection over three years of working with and developing methods for using art in the process of learning at the teacher education at a swedish university. Even though the subject from where the examples come is the mathematics education, the discussion forms itself at a more general level than this specific subject. In many aspects this essay is more about learning in general than specificly about mathematics. By using the phenomenological method my discussion forms itself moving between my personal experiences and philosophical theory. I use the work and thougts of John Dewey, Hans-­‐Georg Gadamer and Aristoteles in close dialogue with swedish scientists who during the last years has given contribution to the actual and the surrounding fields. By writing this essay I hope to enlighten certain aspects of experience based teaching and learning as well as the troubles and wonders of using art learning processes – both hopefully useful in developing the university teaching in the mathematics education as well as in other subjects at the teachers education.

The purpose of this study is to examine reactions on the implementation of a method for word learning among participants in a group of pre-literate students within a beginners’ course of Swedish for immigrants. The learning method uses individual wordlists, based on personal experiences. Data were collected through lesson observations of the group as a whole and interviews with six of the students, and analysed from a pragmatic point of view, with its emphasis on life experience and social interaction as important factors for successful learning. The study focuses primarily on conceptions of activity, participation and motivation. The result shows that the students experienced differences regarding all these factors, compared to their earlier experiences of word learning. Motivation was the most positively influenced factor. When it comes to activity, more time than before was spent on homework. The study also shows that the possibility to exert an influence on the learning process through participation entails a certain amount of doubtfulness as well as increased motivation.

In preschool digital tools has started to become an important tool for learning, reflection and influence. Digital tools are also something that is highlighted in the preschool curriculum. The purpose of the study is to investigate preschool teachers' views on how digital tools can promote children's influence in planned indoor activities. This study focuses on preschool teachers as they have the ultimate responsibility to provide education according to the swedish preschool curriculum. To achieve the purpose, the study has been based on a qualitative content analysis, where structured interviews have been conducted with preschool teachers with different experiences and working in different municipalities. The results show that preschool teachers believe that it is important to listen to the children and capture their interest, as well as look at their previous experiences and thus give the children the opportunity to influence the work with digital tools in planned indoor activities. The results also showed that the preschool teachers had different levels of knowledge and interest in digital tools, furthermore the preschool teachers believe that it is both interesting and educational to co-create with the children through digital tools. The children learn to cooperate and to take turns when using the digital tools. / I förskolan har digitala verktyg blivit ett viktigt redskap för lärande, reflektion och inflytande. Digitala verktyg är även något som lyfts fram i förskolans läroplan. Vi valde därför att utgå från förskollärare i vår studie då de har det yttersta ansvaret. Syftet med denna studie är att undersöka förskollärares uppfattningar om hur digitala verktyg kan främja barns inflytande i planerade inomhusaktiviteter. Studien riktar sig mot förskollärare eftersom det är dem som har det yttersta ansvaret för undervisningen enligt läroplanen (Skolverket, 2018). För att uppnå syftet har studien utgått från en kvalitativ innehållsanalys, där strukturerade intervjuer har genomförts med förskollärare. Respondenterna har olika erfarenheter och arbetar i olika kommuner. Resultatet visar att förskollärare upplever att det är viktigt att lyssna in barnen, att fånga deras intresse, samt se till deras tidigare erfarenheter och på så vis ge barnen möjlighet till inflytande i arbetet med digitala verktyg i planerade inomhusaktiviteter. Resultatet visar även att förskollärarna har olika kunskapsnivåer och intresse för digitala verktyg. Vidare menar förskollärarna att det är intressant och lärorikt att medskapa tillsammans med barnen med digitala verktyg, att barnen samarbetar och lär sig turordning.

Studiens syfte är att synliggöra hur föräldrar upplever sin delaktighet i sitt barns musicerande på tvärflöjt. Studien är främst kvalitativ med pragmatismen som teoretisk utgångspunkt. I studien genomfördes och användes fyra halvstrukturerade intervjuer med föräldrar vars barn spelar tvärflöjt som underlag för analys. Studien använde sig också av en kvantitativ metod då en enkät användes för en närmare undersökning av fältet och som inspiration till intervjufrågorna. Enkäten vände sig till vårdnadshavare vars barn spelar tvärflöjt och besvarades av 64 personer. Resultatet visar att föräldrar upplever sin delaktighet i sitt barns musicerande genom att på olika sätt vara delaktig i barnets musicerande bland annat genom att visa intresse och lösa barnets problem som uppkommer i samband med musicerandet på tvärflöjt. Resultatet visar också att föräldrarna upplever utmaningar i att vara delaktig i sitt barns musicerande på tvärflöjt främst på grund av föräldrarnas musikaliska kunskaper men också tid och ork. Slutsatsen är att föräldrar upplever sin delaktighet som varierande i sitt barns musicerande men att deras attityd och uppfattning kring musik och barnets musicerande är genomgående positiv. / The aim of this study is to make visible how parents experience their involvement in their kid’s flute playing. The study is a qualitative study with pragmatism as its theoretical framework. In this study four half structured interviews with parents whose kids play the flute was used as basis for the analysis. This study also used a quantitative method in the form of a survey that was used to examine the field and for inspiration for the interview questions. The survey was directed to parents whose kids play the flute and was answered by 64 parents. The result of this study shows that parents experience their involvement in their kid’s flute playing by being involved in different ways for example by showing interest and to solve their kid’s problems that arise when the kid is playing the flute. The result also shows that parents experience challenges in their involvement with their kids playing the flute mostly because of their limited musical knowledge but also because of lack of time and energy. The conclusion of this study is that parents experience their involvement in their kid’s flute playing as variated but that the parent’s attitude and perception of music and the fact that their kids are playing the flute is throughout positive.

The research aims at conducting Neoclassical Realist Foreign Policy Analysis of EU's Eastern Partnership, to elicit the neoclassical realist reasons for EU's pragmatism in relations with Belarus. The reasons identified by the literature for EU's pragmatism in Belarus revolves around structural and domestic factors. However, it turns a blind eye to the influence of strategic culture in shaping the member state's security and political interests and EU's milieu goals in Belarus. The research, therefore, tries to address the gap, by tracing the influence of strategic culture as explained by Charles Kupchan, through the methodology of process tracing. It takes a broader view of strategic culture (official and public) in shaping the EU member states (Poland, Baltics, Germany, and France) security and political interests and its narrower concept, to explain the influence of post-modern EU strategic culture and civilian identity in shaping EU's milieu goals in Belarus. By elaborating the factors that shape the political, security, economic, and energy interests of the member states, and EU's milieu goals as well as the simultaneous impact of the process in which the influence of intervening variables shape the pragmatic preferences of the EU national power (the EU Parliament as represented by Poland, Baltic, France, and Germany) and foreign policy, the research tries to arrive at a comprehensive picture of the reasons for EU's pragmatism in Belarus. Which concludes that in the expansion of normative influence in Belarus EU's resort to pragmatic foreign policy is determined by the EU's national power. That has a preference for pragmaticism shaped by the different intervening variables, rather than EU's political moralism. If the EU Commission's milieu shaping agenda in Belarus jeopardize the interests of the member states i.e. the Polish-Baltic fears of Belarus becoming a Russian military outpost at their doorstep, the disruption of economic ties, and the Franco-German Russia first policy's drive for the engagement of Russia, it would be hindered by the opposition of its national power- the EU Parliament. The way open for EU's political moralism in Belarus rests in the reduced economic and energy dependence of its member states on Belarus and a minimized fear of the Russian bear hug of the borderlands. That can be achieved by acknowledging Russia's great power status, rather than viewing it as the EU's other to be transformed and an indigenous European security architecture replacing the transatlantic security mechanism. The study makes a contribution to the field of EU policy-making and implementation in Belarus.