The overall aim of this thesis was to explore the school as a site for ethical practice. Specific objectives were to elucidate, encourage understanding for, and discuss: (i) teachers' and students' lived experience of ethical situations in school, (ii) teachers' and students' working together to promote learning in subjects and also to develop an ethical attitude towards society and the way people interact, and (iii) teachers' and students' working together to create an appreciative and positive climate in school. The research was conducted in a secondary school in Northern Sweden, which participated in a school improvement process, entitled Full of Value. The process has aimed at promoting learning through the development of an ethical attitude. This involves both the psycho-social and the physical community of the school.The research was inspired by life-world phenomenology. A total of 45 teachers and 45 students participated in the study. To create empirical data, the following methods have been used: written reflection, interview, close observation, and photo documentation. Through empirical findings during the research process, some parts of the research were inspired by participatory and appreciative action research (PAAR).The thesis consists of five part studies, published in international pedagogical journals. The findings show essential values for teachers and students in school, such as: openness, communication, trust, respect, care, empathy, truth, justice, appreciation, participation, and mutual learning.Teachers' and students' experiences of school as a site for ethical practice imply the value of: striving for ethical awareness, building ethical relationships, and encouraging ethical actions. The findings in this thesis suggest that the schools' mission to integrate ethics into the curriculum can be viewed as a process whereby, together with students in different educational settings, an ethical learning community can be created and sustained. / Godkänd; 2009; 20090426 (ulrber); DISPUTATION Ämnesområde: Lärande / Teaching and Learning Opponent: Professor Tom Tiller, Tromsö universitet, Norge Ordförande: Professor Eva Alerby, Luleå tekniska universitet Tid: Fredag 5 juni 2009, klockan 09.00 Plats: D-huset, Sal D770, Luleå tekniska universitet

The main aim of the study is to create insight into students' algebraic knowledge and the conditions for their algebra learning at upper secondary level. An additional goal is to suggest ways to improve algebra teaching and learning within the Swedish edu­cational system, based on the results from the study. The study builds on an extended research and development project, which are presented in four phases. In the empirical study two cohorts of students were followed during their time of study at one upper secondary school in southern Sweden, and some main factors for success in algebra learn­ing were identified. This part of the study was presented more in detail in my licentiate thesis. The following three phases are described in the three articles, on which this thesis rests. In the second part of the study I reflect upon my development from being a teacher into being a teacher-researcher and what this has meant for my understanding of what happens in the classroom, and in what ways this has changed, especially enhanced, my way of teaching. In the third part, a deepened analysis is made of stu­dents' answers to how a functional relation can be explained. The fourth part is a literature review of recent research of the influence of calculators and other tech­nological tools on algebraic knowledge and skills. All parts of the project are put into one overarching frame, based on the didactical triangle with its main parts: the learning/the student, the teaching/the teacher, and the learning matter/the result of the education. As a background for the study a theoretical framework is used with five main components: mathe­matics and philosophy of mathematics, theories of knowledge and learning, the meaning of symbols, representational forms, and tools for learning. A thorough overview of earlier research in the field of algebra education is given, with a multi-dimensional perspective and with special focus on areas of importance for the study. A range of findings from the different parts of the study are presented and compiled, both on the basis of the theoretical framework and the didactical tri­angle. These results then form the starting point for consideration of significant implications for educational practice in mathematics within the areas: knowl­edge and development, symbols and representational forms, algebra as a strand in mathematics education, technology in mathematics education, and the importance of affective factors. Moreover, some suggestions is given to teachers about different methods and ways for local development projects in schools, and also suggestions for further research. / Huvudsyftet med studien är att skapa insikter om algebrakunskaper och villkor för algebralärande hos gymnasieelever. Ett andra syfte är att med utgångspunkt i resultaten föreslå vägar till en förbättrad algebraundervisning inom det svenska skolsystemet. Studien bygger på ett längre forsknings- och utvecklingsprojekt, som kan indelas i fyra faser. I den empiriska grundstudien följdes två årskullar elever under sin studietid på en gymnasieskola i Sydsverige, och några huvudfaktorer för framgång i algebrastudierna identifierades. Denna delstudie har närmare presenterats i min licentiatuppsats. De tre följande faserna är beskrivna i de tre artiklar, som denna avhandling vilar på. I den andra delstudien reflekterar jag över vad min utveckling från att bara vara lärare till att även bli forskare betytt för min förståelse för vad som händer i klassrummet och på vilka sätt detta förändrat mitt sätt att undervisa. I den tredje fördjupas analysen av elevernas svar på frågan om hur ett centralt funktionssamband kan förklaras. Den fjärde delstudien är en litteraturöversikt över nyare forskning kring räknares och andra teknologiska verktygs inverkan på algebrakunskaper och -lärande.Samtliga delstudier sätts in i ett övergripande sammanhang som utgår från den didaktiska triangeln med huvuddelarna: den lärande/eleven, läraren/undervisningen och det lärda/resultatet av undervisningen. Som bakgrund för studien används ett teoretiskt ramverk bestående av fem huvudkomponenter: matematik och matematikfilosofi, teorier om kunskap och lärande, symbolernas betydelse, representationsformer och verktyg för lärande. En utförlig översikt över tidigare forskning inom området algebraundervisning ges, med ett multidimensionellt perspektiv och med speciellt fokus på delområden av betydelse för studien.En rad resultat från de olika delstudierna presenteras och sammanställs, utgående från såväl det teoretiska ramverket som den didaktiska triangeln. Dessa resultat bildar sedan utgångspunkt för viktiga implikationer för undervisningspraktiken i matematik inom områdena: kunskap och kunskapsutveckling, symboler och representationsformer, algebra som en röd tråd i matematikundervisningen, teknologi i matematikundervisningen och de affektiva faktorernas betydelse. Dessutom ges förslag till lärare om olika metoder och tillvägagångssätt för lokala utvecklingsarbeten på skolorna, samt förslag till vidare forskning. / Godkänd; 2010; 20100204 (ysko); DISPUTATION Ämnesområde: Matematik och lärande Opponent: Professor Carl Winsløw, University of Copenhagen, Danmark Ordförande: Gästprofessor Barbro Grevholm, Luleå tekniska universitet Tid: Fredag den 12 mars 2010, kl. 13.00 Plats: A109