In this thesis, two mathematics books are reviewed, Alma C Grundbok (1999) and Matte Direkt Borgen 6A (2004). In the review, the books section on problem solving has been the focus. The review has dealt with the number of problem solving in each book and at what level of knowledge these are aimed at. The review also includes what previous research says about problem solving and how problem solving can be used in teaching and why it is developing for students to work with problem solving. The National Agency for Education (2019) highlights the importance of problem solving by using it as a knowledge requirement. At the same time as the National Agency for Education (2019) considers that the teaching must be individually adapted and developed so that the teaching benefits all students in their knowledge development. This contradicts what is found in the mathematics books, since these tasks are not individually adapted in the same way as material made by the teaching teacher (Bal, 2015). Furthermore, teachers need more planning time if it is to be possible to individually adapt all tasks to all students. Because individualized teaching is more time-consuming, many teachers choose to fall back on their chosen teaching material and make use of pre-created material. Our questions result in the number of problem-solving tasks of sociocultural perspective being equal for our two examined teaching materials. Similarities also exist among the number of problem-solving tasks for the different level groupings. Although researchers agree that oral communication in mathematics classrooms is important, there is a lack of such support through the teaching materials analysed.

The aim of this study was to illustrate the teachers' attitude to using outdoor pedagogy in biology teaching. But also, to investigate whether the content of the teaching materials influenced their choice. It was also to describe the extent to which outdoor pedagogical exercises / experiments were included in various teaching materials in the subject of biology. Data were collected through a quantitative teacher-oriented online survey and through quantitative teaching material analysis. Results showed that teachers vary and combine the different parts of the teaching aids in their teaching and where the main reputation for having to supplement their teaching, with other material, was based on the concept of necessity. Furthermore, the study's teaching material analysis showed that there was a limited outdoor pedagogical content in the teaching materials. In summary, the study showed that participating teachers were positive about applying outdoor pedagogy in their biology teaching. It also showed that there was a great need for supplementary to outdoor pedagogical content in both study materials of the study and that the lack of resources was seen as the main reason why outdoor pedagogy would not be applied to a greater extent. One implication for the activity is to see and use the schoolyard more as a place for learning through outdoor pedagogy in the subject of biology. / Syftet med studien var att belysa lärarnas inställning till att använda utomhuspedagogik i biologiundervisningen. Men också att undersöka om läromedlens innehåll påverkade deras val. Det var också att beskriva i vilken utsträckning utomhuspedagogiska övningar/experiment ingick i olika läromedel i ämnet biologi. Data samlades in genom en kvantitativ lärarinriktad webbenkät och genom kvantitativ läromedelsanalys. Resultat visade att lärare varierar och kombinerar läromedlens olika delar i sin undervisning och där det främsta anseendet till att behöva komplettera sin undervisning, med annat material, grundade sig i begreppet nödvändigt. Vidare visade studiens läromedelsanalys att det fanns ett begränsat utomhuspedagogisktinnehåll i läromedlen. Sammanfattningsvis visade studien att medverkande lärare ställde sig positiva till att tillämpa utomhuspedagogik i sin biologiundervisning. Det visade också att det fanns ett stort kompletteringsbehov till utomhuspedagogiskt innehåll i studiens båda läromedel och att bristen på resurs sågs som den främsta orsaken till att utomhuspedagogik inte skulle tillämpas i högre utsträckning. En implikation för verksamheten är att se och använda skolgården mer som en plats för lärande genom utomhuspedagogik i ämnet biologi.