Syftet med vår studie var att undersöka om utomhusmatematiken bidrar till det lustfyllda lärandet. Som metod har vi använt oss av upplägget undervisningsförsök. I undersökningen har vi använt oss av för- och eftermätningar i form av prov och enkäter. Därefter har vi kompletterat med intervjuer av eleverna. Mellan för- och eftermätningarna har vi tillämpat lektioner i utomhuspedagogik inom ämnet matematik. Resultatet indikerar på att utomhusmatematik är något som gynnar eleverna, främst de svagpresterande. De flesta elever är positivt inställda till utomhusmatematiken, dels för att de tycker att det är roligt dels för att det är ett annorlunda inslag i den traditionella undervisningen. Utomhusmatematiken är ett konkret sätt att arbeta på vilket kan göra undervisningen mer begriplig och kan ge eleverna en större förståelse samtidigt som de tycker att det är roligt. Genom vår undersökning tycker vi oss se att det leder till ett lustfyllt lärande.

The language used to talk about students has an impact on their performance in school. One student group mentioned in the educational policy debate is the weak-performing students. The purpose of this essay was to examine how weak-performing students are portrayed in the educational policy debate from 2018 to 2023. The aim was to investigate the problem representations and subject positions that emerged in the debate. The method used was discourse analysis with Bacchi's (2009) WPR approach and the concept of subject positions. The empirical material consisted of articles published in Dagens Nyheter, Aftonbladet, Dala-Demokraten, and Svenska Dagbladet. A primary subject position that emerged regarding weak-performing students was that they are failures. The overall problem representation that emerged was that they are failures because they do not reach the passing grade threshold in school. Proposed solutions include reforming the grading system, valuing practical knowledge and skills in school, reforming the school choice system by introducing the principal of transparency, mixing student groups, adopting stricter methods in school, and increasing resources to students with neuro psychological diagnoses (NPF). In these solutions, five discourses can be identified: the institutional, cognitive, social, fostering, and medical discourse. Different problem representations and subject positions emerged in different discourses. Besides being portrayed as failures, other subject positions that emerged of weak-performing students was that they are portrayed as disadvantaged, with less analytical ability, weaker theoretical intelligence, more practical oriented, immigrants, children of immigrants, those with low-educated, unengaged, and economically disadvantaged parents, boys, with diagnoses, as well as disruptive and troublesome.

This study examined if test enhanced learning with feedback in an authentic classroom environment could improve students’ word comprehension, and also if low-achieving students could benefit by the method. 29 students in year five from two classes participated in the study, of which some students were low-achieving in word comprehension. The intervention was implemented with two different arrangements: test enhanced learning of words with feedback (test group) and learning without feedback (study group). In the intervention 20 words were processed. The test group got feedback in direct connection to ending the test by correction of the tests and an explanation of the meaning of the words. The study group was communicated solely with their results seven days after the last post-test. The testing that was implemented in various occasions, summed distinct results. These showed that students in both groups improved their knowledge in word comprehension over the time of the study. In summary, according to this study both the test group and the study group enhanced their word comprehension skills, and this result holds also for the low-achieving students in both groups who in this study reduced their SD value from first to last test.