Submitted by admin tede (tede@pucgoias.edu.br) on 2017-11-10T17:17:02Z No. of bitstreams: 1 ELIANE PEREIRA DOS SANTOS CASTRO.pdf: 1480175 bytes, checksum: c862666fe1213a1b4c5a22c3c726f4c0 (MD5) / Made available in DSpace on 2017-11-10T17:17:02Z (GMT). No. of bitstreams: 1 ELIANE PEREIRA DOS SANTOS CASTRO.pdf: 1480175 bytes, checksum: c862666fe1213a1b4c5a22c3c726f4c0 (MD5) Previous issue date: 2017-08-31 / The present dissertation aims to study the policy of continuing education in the state of Tocantins for high school teachers in the period between 2011 to 2015. It also analyzed how the subjects of the research, who participate or participated in continuing education, perceive training in their professional performance. Continuing education is an important aspect of education, inserted in the pedagogical and administrative dimensions. Pedagogical, because we understand that continuing education is a process of continuous teaching and learning. It means a relationship in which the teachers are in the permanent condition of apprentices and the school as locus for the socialization of the knowledge hitherto produced. Administrative, because it is only effective through recognition of the need for such training for quality education. Understanding this need as a right to quality education, continuing education must be standardized and operationalized by the State, even if society has contributed to its planning. How is the Continuing Education Policy of High School Teachers in the state of Tocantins and what are the consequences of this policy in the appreciation of the teacher? The reflections were theoretically provided in official documents and researchers such as Brzezinski (2017), Frigotto; Ciavatta; Ramos (2005), Gatti (2008), Gentili (2001), Gil (2002), Gramsci (2006), Gruppi (1996), Ianni (1996), Konder (2002), Kuenzer (2002), Marx; Engels (2007) and Mesquita (2014), among others. The methodological path employed is anchored in dialectical historical materialism, so the study was carried out in qualitative and quantitative methodological research. The following procedures were defined: analysis of official documents, legislation, theoretical reference and questionnaires applied to the subjects of the research, which totaled 65 (sixty-five). These subjects work in 5 (five) municipalities of Tocantins, they are: Ananás, Araguanã, Babaçulândia, Barra do Ouro and Wanderlândia. It is observed in the teachers' statements that one of the characteristics that they find important in the continuous formations is the exchange of experiences and suggestions, reflecting on the contributions of the learning process experienced by each one. The data evidences the need for a renewal in the elaboration of the public policies of continuing education of teachers, especially of the High School, who need a better attention. The state of Tocantins is still focused on a process of formation for secondary education linked to the actions of the federal government. Professional appraisal policies also require an investment in a public tender for teachers, so that professionals can access the achievements of the Tocantins State's Position, Careers and Compensation Plan (PCCR), which until now is serving only to effective teachers, which in this research correspond to 31% of the subjects interviewed. / A presente dissertação tem por objetivo estudar a política de formação continuada no estado do Tocantins para os professores do Ensino Médio, no período compreendido entre os anos 2011 a 2015. Também analisou como os sujeitos da pesquisa, que participam ou participaram de formação continuada, percebem essa formação na sua atuação profissional. A formação continuada se constitui em um importante aspecto da educação, inserida nas dimensões pedagógica e administrativa. Pedagógica, porque entendemos que a formação continuada é um processo de ensino e aprendizagem contínuo. Significa uma relação em que os docentes estão na permanente condição de aprendizes e a escola como lócus para a socialização do conhecimento até então produzido. Administrativa, porque ela só se efetiva por meio de um reconhecimento da necessidade dessa formação para uma educação de qualidade. Compreendendo essa necessidade enquanto direito à educação de qualidade, a formação continuada deve ser normatizada e operacionalizada pelo Estado, mesmo que a sociedade tenha contribuído para a sua planificação. Como se dá a Política de Formação Continuada dos Professores do Ensino Médio no estado do Tocantins e quais os desdobramentos dessa política na valorização do professor? As reflexões realizadas foram aportadas, teoricamente, em documentos oficiais e pesquisadores como Brzezinski (2017), Frigotto; Ciavatta; Ramos (2005), Gatti (2008), Gentili (2001), Gil (2002), Gramsci (2006), Gruppi (1996), Ianni (1996), Konder (2002), Kuenzer (2002), Marx; Engels (2007) e Mesquita (2014), dentre outros. O caminho metodológico empregado se ancora no materialismo histórico dialético, assim, o estudo foi realizado na pesquisa metodológica qualitativa e quantitativa. Definiram-se os seguintes procedimentos: análise de documentos oficiais, legislação, referencial teórico e questionários aplicados aos sujeitos da pesquisa, que totalizaram 65 (sessenta e cinco). Esses sujeitos trabalham em 5 (cinco) municípios do Tocantins, são eles: Ananás, Araguanã, Babaçulândia, Barra do Ouro e Wanderlândia. Observa-se nas falas dos professores que uma das características que eles acham importante nas formações continuadas é a troca de experiências e sugestões, refletindo sobre as contribuições do processo de aprendizagem vivenciado por cada um. Os dados evidenciam a necessidade de uma renovação na elaboração das políticas públicas de formação continuada de professores, principalmente do Ensino Médio, que carecem de uma melhor atenção. O estado do Tocantins ainda está voltado a um processo de formação para o Ensino Médio atrelado às ações do governo federal. As políticas de valorização profissional precisam também de um investimento em concurso público para professores, pois assim os profissionais poderão ter acesso às conquistas existentes no Plano de Cargos, Carreiras e Remuneração (PCCR) do estado de Tocantins, que até o presente momento está atendendo apenas aos professores efetivos, que nesta pesquisa correspondem a 31% dos sujeitos entrevistados.

The impact of change facilitator styles (CFS) on elementary teachers' stages of concerns (SoC) about adopting outcome-based education (OBE) in their schools was studied. The group studied was 266 teachers from the Texas Network for Outcome-Based Education. Principal styles are based on the Concerns-Based Adoption Model (CBAM. Styles were determined by the Change Facilitator Style Questionnaire, and teachers' concerns profiles were measured by the Stages of Concern Questionnaire. ANOVA and t tests were conducted to assess the effects of CFS at each of the seven stages of concern. ANOVA assessed teachers' educational level, experience with teaching and OBE, principal gender and type of community related to SoC. Chi-square addressed the relationship among the demographic variables and CFS. With schools as the unit of analysis, significant differences at stages 0,1,2 were found. When teachers were the unit of analysis, significant differences were found at stages 0,1,2, and 3. Concerns of teachers with Initiator style principals were significantly lower at these stages. All teachers demonstrated concerns typical of nonusers, indicating resistance to OBE. Concerns were significantly lower for teachers with master's degree than for bachelor's at stages 0 to 3. Teachers with the least experience with OBE had significantly higher concerns. Chi-square compared change facilitator styles with the demographic variables. The only significant results were more males at the management style than expected. These findings support the CBAMtheory that the initiator style is more effective at impacting SoC and improving success in adopting an innovation. Teacher demographic variables do not affect SoC or CFS. The study indicates problems implementing OBE but suggests effective leadership could impact teachers' concerns.

Submitted by Rosina Valeria Lanzellotti Mattiussi Teixeira (rosina.teixeira@unisantos.br) on 2017-02-21T18:23:21Z No. of bitstreams: 1 Karla A. dos Reis Mehanna.pdf: 23364770 bytes, checksum: b752a9829dff02e2a50dfcaf3975177c (MD5) / Made available in DSpace on 2017-02-21T18:23:21Z (GMT). No. of bitstreams: 1 Karla A. dos Reis Mehanna.pdf: 23364770 bytes, checksum: b752a9829dff02e2a50dfcaf3975177c (MD5) Previous issue date: 2016-12-13 / The present dissertation presents results of a research that analyzed the uses of the ¿Prova Brasil¿ in two municipal schools of a metropolitan region, with the objectives of investigating its utilization for the school planning and to analyze if the continued formation of the teachers in the school, in the Schedule of Pedagogical Work (HTP), contemplates the study of this instrument of evaluation in large scale, the analysis of the results of the ¿Prova Brasil¿ and the proposition of actions to remedy any difficulties found by the school or improve the quality of work there. The research adopts a qualitative approach, involves two public primary schools (1st to 5th year), its school administrators and teachers. It adopts as methodological procedures: bibliographical survey and elaboration of reference on the subject; analysis of official and school documents; and semi-structured interviews. The findings of the bibliographical survey point to the diversification of the uses of the ¿Prova Brasil¿, among them: continued formation of the teachers; encouraging the creation of own systems for evaluation of networks and assistance in the selection of contents; policies of teacher accountability for student achievement; loss of school autonomy and curriculum reduction; pedagogical actions that only aim at the preparation for the tests; elaboration of rankings; and, even, the inexistence of the use of the ¿Prova Brasil¿ in schools. The findings in the documents of the studied schools indicate that there was no specific training work on the ¿Prova Brasil¿ during the year 2015 and that the time allocated to the training of teachers in the school is divided with questions of school organization, which occupy more space in the difficult to deepen the issues surrounding the evaluation. However, it was verified the use of the ¿Prova Brasil¿ as an evaluation model by the teachers and, for a plot, as a reference for self-evaluation of the work done in the classroom. Based on the constructed benchmark, it¿s considered that ¿Prova Brasil¿ permeates school planning, but its reports are not observed for the elaboration of the Political Pedagogical Project. As for continuing education in the school, the analysis of the minutes of meetings of the HTPs indicates that this activity needs to be rethought, since it does not fulfill its formative role. Teachers and managers consider the analysis of ¿Prova Brasil¿ and its results important, but they understand that this work becomes impracticable due to the short time available for this purpose. Considering the results, it¿s concluded that if the teacher training time in the school was better optimized, it would be possible to use the ¿Prova Brasil¿ as a subsidy in the school planning process and the continuous training of teachers in the school, due to the positive receptivity of this external evaluation instrument in schools, both by managers and teachers. / A presente dissertação apresenta resultados de uma pesquisa que analisou os usos da Prova Brasil por duas escolas municipais de uma região metropolitana, com os objetivos de investigar o seu emprego para o planejamento escolar e analisar se a formação continuada dos professores na escola, no Horário de Trabalho Pedagógico (HTP), contempla o estudo desse instrumento de avaliação em larga escala, a análise dos resultados da Prova Brasil e a proposição de ações para sanar eventuais dificuldades encontradas pela escola ou melhorar a qualidade do trabalho ali desenvolvido. A pesquisa adota abordagem qualitativa, envolvendo duas escolas públicas de Ensino Fundamental I (1º ao 5º ano), com seus gestores escolares e professores. Como procedimentos metodológicos, foram empregados: levantamento bibliográfico e elaboração de referencial sobre o tema; análise de documentos oficiais e escolares; e entrevistas semiestruturadas. Os achados do levantamento bibliográfico apontam para a diversificação dos usos da Prova Brasil, dentre eles: formação continuada dos professores; incentivo à criação de sistemas próprios de avaliação das redes e auxílio na seleção de conteúdos; políticas de responsabilização dos professores pelo rendimento dos alunos; perda de autonomia da escola e redução do currículo; ações pedagógicas que visam somente à preparação para os testes; elaboração de rankings; e, inclusive, inexistência do uso da Prova Brasil em escolas. Os achados nos documentos das escolas estudadas indicam que não houve trabalho de formação específico sobre a Prova Brasil durante o ano de 2015 e que o horário destinado à formação dos professores na escola é dividido com questões de organização escolar, as quais ocupam maior espaço nas reuniões, dificultando o aprofundamento dos assuntos que envolvem a avaliação. Entretanto, foi verificado o uso da Prova Brasil como modelo de avaliação pelos professores e, para uma parcela, como referência para autoavaliação do trabalho realizado em sala de aula. A partir do referencial construído, considera-se que a Prova Brasil permeia o planejamento escolar, mas seus relatórios não são observados para a elaboração do Projeto Político-Pedagógico. Quanto à formação continuada na escola, a análise das atas de reuniões dos HTP¿s indica que essa atividade precisa ser repensada, pois não cumpre seu papel formador. Professores e gestores consideram importante a análise da Prova Brasil e de seus resultados, mas entendem que esse trabalho se torna inviável em virtude do pouco tempo disponibilizado para tal finalidade. Diante dos resultados, conclui-se que, se o tempo de formação do professor na escola fosse mais bem otimizado, seria possível a utilização da Prova Brasil como subsídio no processo de planejamento escolar e de formação continuada de professores na escola, considerando a receptividade positiva desse instrumento de avaliação externa nas escolas, tanto por gestores quanto por professores.

本研究旨在瞭解高雄市國中教師工作壓力、工作投入與組織承諾關係之現況，並分析教師背景變項在工作壓力、工作投入、組織承諾的差異情形，最後探討工作壓力、工作投入、組織承諾三者之關係。 本研究以問卷調查法，以探討所欲研究之問題。問卷調查法以自編「高雄市國中教師工作壓力、工作投入與組織承諾關係調查問卷」（內含基本資料、教師工作壓力量表、教師工作投入量表、教師組織承諾量表）為工具。以高雄市之公立國民中學教師為研究對象，分層抽取44所學校，共發出問卷683份，回收626份，有效問卷602份，有效回收率為88.1%。所得資料以描述性統計、ｔ考驗、單因子變異數分析與Scheffé事後比較、Pearson’s積差相關、多元逐步迴歸分析等統計方法進行資料分析。 其研究結論如下： 一、高雄市國中教師工作壓力之現況，呈現中低程度；工作投入與組織承諾之現況，整體表現良好。 二、在教師背景變項中，教師不同性別、教學年資、擔任職務、學校規模、任教地區對工作壓力的感受，並無顯著不同；教師年齡在30歲（含）以下於「學生行為」的壓力知覺上為最高。 三、在教師背景變項中，教師不同任教地區對工作投入的感受，並無顯著不同；男性教師、年齡較大、教學年資較深、兼任處室主任組長、學校規模12班（含）以下的教師在工投入程度較佳。 四、在教師背景變項中，教師不同學校規模、任教地區對組織承諾的感受，並無顯著不同；男性教師、年齡較大、教學年資較深、兼任處室主任組長的教師在組織承諾的表現較佳。 五、高雄市國中教師整體工作壓力及各層面對整體工作投入、組織承諾及各層面均具有顯著負相關；整體工作投入及各層面對整體組織承諾及各層面均具有顯著正相關。 六、高雄市國中教師工作壓力、工作投入等各層面對整體組織承諾之預測情形，以「工作認同」具有正向的預測力、「人際關係」具有負向的預測力。 最後依據研究結果與結論，提出具體建議，以作為教育行政機關、學校單位、教師本身以及未來研究的參考。 / The purpose of this study was to examine the relationships of job stress, job involvement, and organizational commitment for junior high school teachers in Kaohsiung City. By comparing the differences of demographic variables on job stress, job involvement, and organizational commitment, the relationships among them were discovered. Questionnaire survey was conducted, and the “Questionnaires of relationships among job stress, job involvement, and organizational commitment for junior high school teachers in Kaohsiung City” were used. A total of 44 junior high schools were stratified sampled. 626 of 683 questionnaires were returned with an 88.1% efficient rate. Descriptive statistics, T-test, ANOVA, Pearson product-moment correlation coefficient, multiple stepwise regression were used to analyze data. The conclusions were as follows: 1. The junior high school teachers in Kaohsiung City showed high degree of job involvement and organizational commitment and a low-medium degree of job stress. 2. There were significant differences in job stress in terms of demographic variables such age. Teachers who were under 30 years old had the highest perceptions of job stress. 3. There were significant difference in job involvement in terms of demographic variables such gender(male), age(elder), working years(Junior), executive position, and school scales(under 12 classes). 4. There were significant difference in organizational commitment in terms of demographic variables such gender(male), age(elder), working years(Junior), executive position. 5. There were significant positive correlations between job involvement and organizational commitment; there were significant negative correlations between job stress and job involvement, organizational commitment. 6. The organizational commitment of teachers in Kaohsiung City could be predicted significantly (positive) by job identification and personal correlations (negative). The study is finalized at purpose practical suggestions based on the findings and conclusions to educational administration authorities, junior high schools, teachers, for further study and reference.

<p>This study highlights how pre-school teachers in a monocultural Swedish district looks at the concept of multiculturalism and what multiculturalism and /or intercultural approaches means in their pre-schools. The study takes its starting point in Johannes Lunneblads thesis "Förskolan och mångfalden" (2006) and Lpfö-98 (2006). The present study is a qualitative study in the form of interviews and the study have an intercultural and intentional perspective. The study shows that preschool teachers in the area perceive multicultural work as a compensatory education for children with non-European background. An analysis of the interviews on a deeper level shows that there is a broader understanding of multiculturalism that includes the class, sexuality and everyone of the children's "home culture”. About the pre-school teachers in this study can be said that there is an intercultural attitude in certain situations.</p>

<p>In this examination paper I’m using the qualitative method<em>: phenomenographic analysis</em> to present twenty educated and working pre-school teachers opinions about being outdoors in Swedish pre-school. The purpose is to describe the variation between different pre-school teachers’ opinions, not to focus on wrong or right.    The paper starts with a review over the opinions presented by the literature on the subject. After that I present the category system I’ve created based on the answers I’ve got from the interviews with the pre-school teachers. The category system have four main headlines: <em>Physical and psychological records of being outdoors</em>, <em>the</em> <em>outdoor environment</em>, <em>being outdoors </em>and<em> the outdoor environment in the Child’s perspective</em> and <em>being outdoors in the</em> <em>pedagogues perspective</em>.    In The ending chapter “Discussion/Analysis” I compare the literature with the pre-school teachers’ opinions and make the conclusions that good conditions for a qualitative time outdoors are: attending pedagogues manage to see possibilities in the outdoor environment, be conscious about what you are doing and why, never stress and have patience. Overall it doesn’t matter if you are indoors or outdoors you must always plan, have commitment and be full of happiness.</p> / <p>Genom den kvalitativa metoden fenomengrafisk analys redogör jag i det här examensarbetet för vad 20 utbildade förskollärare, som är verksamma på förskolor inom samma skolområde har för uppfattningar kring begreppet utevistelse. Syftet har varit att beskriva variationen i förskollärarnas uppfattningar, inte att visa på något som rätt eller fel.    Arbetet börjar med en genomgång av vad litteraturen har för olika uppfattningar kring utevistelsen på förskolan. Sedan har jag utifrån svaren jag fått av de intervjuade förskollärarna skapat ett kategorisystem med fyra rubriker som är genomgående genom hela arbetet. Dessa rubriker är: <em>Utevistelsens fysiska och psykiska förtjänster</em>, <em>utemiljön</em>, <em>utevistelsen och utemiljön i barnens perspektiv</em> och <em>pedagogen i utevistelsen</em>.    I det avslutande kapitlet ”Diskussion/analys” knyter jag an litteraturen till förskollärarnas svar i resultatet och drar slutsatser om vilka förutsättningarna för en bra utevistelse är. Främst krävs det närvarande pedagoger, pedagoger som kan se möjligheter i utemiljön, att vara medveten om varför man som pedagog agerar som man gör i olika situationer, att aldrig vara stressad och våga ha tålamod.  Övergripande kan jag se att det inte spelar någon roll om man är ute eller inne. Samma planering, engagemang och glädje ska alltid finnas som ledord hos pedagogerna.</p>

This study highlights how pre-school teachers in a monocultural Swedish district looks at the concept of multiculturalism and what multiculturalism and /or intercultural approaches means in their pre-schools. The study takes its starting point in Johannes Lunneblads thesis "Förskolan och mångfalden" (2006) and Lpfö-98 (2006). The present study is a qualitative study in the form of interviews and the study have an intercultural and intentional perspective. The study shows that preschool teachers in the area perceive multicultural work as a compensatory education for children with non-European background. An analysis of the interviews on a deeper level shows that there is a broader understanding of multiculturalism that includes the class, sexuality and everyone of the children's "home culture”. About the pre-school teachers in this study can be said that there is an intercultural attitude in certain situations.

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.

Syftet med denna studie är att bidra med en ökad förståelse för hur genus kan påverka barnets identitetsskapande. Studiens forskningsfråga är: hur kan genus påverka barnets identitetsskapande? I litteraturgenomgången belyses studiens forskningsfråga utifrån olika aspekter, såsom vilka förväntningar det finns på flickor och pojkar, språkets betydelse för barnets identitetsskapande och hur genus och identitet skapas. Studiens problemprecisering är: hur beskriver barnskötare och förskollärare verbalt att deras genusperspektiv kan påverka barnets identitetsskapande? För att besvara studiens problemprecisering har två barnskötare och fyra förskollärare intervjuats utifrån en kvalitativ intervjuform. Analysprocessen utgår från den fenomenografiska forskningsansatsen, då studien fokuserar på att urskilja variation i uppfattningarna om studiens problemprecisering. Resultatet urskiljer barnskötares och förskollärares uppfattningar om studiens fenomen utifrån olika betydelsefulla aspekter som tillsammans besvarar studiens problemprecisering. Resultatet visar att barnskötare och förskollärare strävar efter att bemöta barnet som individ men att barnets könstillhörighet avgör för hur det blir bemött som flicka eller pojke går att urskilja som en avgörande aspekt för hur barnet skapar sin identitet. / The purpose of this study is to contribute to a better understanding of how gender can affect the child's identity. The study's research question is: how can gender affect the child's identity? The literature review investigates the research question from different aspects, such as what expectations there are for girls and boys, the importance of language for the child’s identity and how gender and identity is created. The study's problem specification is: how describe nanny and preschool teacher verbally that their gender perspective can affect the child's identity? To address the research question two teaching assistants’ and four preschool teachers were interviewed using a qualitative interview form. The analysis process uses a phenomenographic research approach, which focus on identifying variation in perceptions of the research question. The study investigates the perception of child minders and preschool teacher on a number of important aspects, each of which acts as an important factor in fully answering the research question. From the results it is possible to discern that teaching assistants’ and preschool teachers’ do attempt to treat each child as an individual. It is also clear that a child's sex determines how it will be treated, and that this can be identified as a crucial aspect of how the child creates its own identity.

Purpose: The current thesis assignment aims to explain, understand and follow the strategies the young children employ into a conception of numbers. This thesis is based on a study performed by Doverborg and Pramling Samuelson. The following research questions serve to refine the stated goal: How mathematical thinking regarding conception of numbers occurs within younger children and which strategies they use? How is the interaction between the teacher and the younger children? Method: The study is organized as a qualitative study and was conducted in a pre-school with a group of four children. The children that have participated within my study are between two and three years old. They were filmed in four exercises. Then the films were transcribed. The method used is an analytic approach intentional analysis which allows studying the children´s strategies according to the established questions and also it makes it possible to follow how they think regarding mathematics. Conclusion: My study group shows in the final results that they in their strategies made use of one or more principles in their conception of numbers. / Syfte: Bidra till en bättre förståelse för små barns tänkande kring matematik. Jag utgår ifrån Doverborg och Pramling Samuelsons studie som behandlar antalsuppfattning i matematik hos de yngsta barnen. Följande frågeställningar syftar har undersökts: Hur sker de yngsta barnens matematiska tänkande omkring antalsuppfattning och vilka strategier de använder sig av? Hur sker samspelet mellan pedagogen och de yngre barnen? Metod: Studien är upplagd som en kvalitativ studie och genomfördes i en förskola med en grupp på fyra barn. De barn som har deltagit i min studie är mellan två och tre år gamla. De filmades i fyra övningar varefter filmsekvenserna transkriberades. Metoden som använts är en analytisk metod intentionell analys som gör det möjligt att studera barnens strategier i enlighet med fastställda frågor och även gör det möjligt att följa hur de tänker om matematik. Slutsats: Min undersökningsgrupp visar i slutresultatet att de i sina strategier använde sig av en eller flera principer i antalsuppfattning, nämligen principen om ett till ett korespondens, principen om den stabila ordningen, kardinalprincipen, och principen om godtycklig ordning. Barnen kan också urskilja grupper av två eller tre föremål, det vill säga subitizing.