Syftet med denna studie är att, utifrån ett matematikdidaktiskt perspektiv, undersöka hur derivata introduceras i gymnasiets kurs Matematik C. Vi har i huvudsak fokuserat på didaktik och kognitiv utveckling. I en genomgång av relevant litteratur har vi tagit del av teorier och resultat från tidigare forskning inom samma område. Litteraturen försöker besvara frågan om hur lärare på bästa sätt kan överbrygga kognitiva hinder och ge elever en djupare förståelse kring de matematiska sammanhangen. Vårt material består av kvalitativa intervjuer med lärare från två skolor och ett antal läroböcker. Genomgången av intervjumaterialet har resulterat i fyra teman att använda som grund för hela studien: allmänt lärande, matematiklärande, derivatbegreppet samt visualisering. De lärare vi intervjuar vill alla stimulera elevers intresse för mer avancerad matematik. I princip följer alla, både lärare och läromedel, samma ”mall” när de introducerar derivata. Man knyter gärna an till vardagshändelser och begrepp som till exempel hastighet. Den litteratur vi använder, har många förslag och synpunkter på vilket sätt matematikundervisning bör bedrivas på denna nivå. I vissa avseenden skiljer sig dessa från hur intervjumaterialet visar att det verkligen går till. Vår förhoppning är att studien ska bidra till att både vi själva och andra får idéer om utveckling av undervisningen.

I vårt examensarbete har vi genusgranskat två läroböcker som används i gymnasieskolan. Den ena heter Escalade 1 och används i steg 1 i franska och den andra heter Give ’n’ Take: Reader och används i engelska kurs A på yrkesprogrammen. Frågan vi har ställt oss är hur bilden av mannen respektive kvinnan förmedlas i både bild och text i läroböckerna samt om böckerna lever upp till de krav som styrkdokumenten ställer på jämställdhet mellan könen. Vi har kommit fram till att läroböckerna bevarar den traditionella begränsningen som finns på grund av kön där mannen framhålls på bekostnad av kvinnan vilket förmedlar en bild av att mannen och kvinnan inte är lika mycket värda och inte heller har samma möjligheter. Dessutom framställs kvinnan som mer emotionell än rationell och mannen saknar till stor del känsloregister. Det här resultatet gör att ovan nämnda läroböcker inte lever upp till de krav på jämställdhet som styrdokumenten ställer. / In our survey we have investigated gender roles in two textbooks used in upper secondary school: Escalade 1, used for beginners in French and Give ‘n’ Take: Reader, used in English A course in the vocational programs. The aim with the essay is to examine how men and women are depicted in the texts as well as in the pictures and find out if the textbooks correspond to the part of the curriculum dealing with equality between the sexes. The result of our survey reveals that the textbooks preserve the traditional gender roles where the man is the norm. Consequently, focus is set on him at the expense of the woman. This result suggests that men and women do not have the same status, rights and opportunities. Furthermore, the woman is described as more emotional than rational and the man, more or less, lacks feelings. The outcome of our survey makes it clear that these textbooks do not respond to the equal rights and opportunities of the sexes that the curriculum demands.

During my practice as a teacher trainee at an upper secondary school it became clear to me that many pupils have difficulties with algebra. Also in a report from the National Agency for Education (1999) you can see that the students algebra knowledge get worse and worse. I was surprised to find that many pupils seemed to get stuck on the level of attainment for the senior level of the nine-year compulsory school. As I have not studied anything about difficulties in algebra during my training to become a qualified teacher I would like to get to know more about this. I also examine why you have to study algebra in upper secondary school. In my examination I have besides studying research used an empirical study. The empirical study consists of four interviews with upper secondary school teachers in mathematics. The result of my assignment can be summarized with that algebra gives you general solutions to problems, gives you larger poosibility to manage higer studys and its an important tool in other subjects in Upper Secondary School. The typical mistakes students do depends especially on fault due to lack of arithmetic skills. / Under mina praktikperioder på gymnasieskolan som lärarstudent kom jag i kontakt med många elever som hade det svårt med algebra. Även i en rapport från Skolverket (1999) fastlås gymnasieelevers allt sämre algebrakunskaper. Jag förundrades över att många elever verkade ha fastnat på högstadiets kunskapsnivå. Då jag inte har fått någon undervisning om elever med svårigheter i algebra i min lärarutbildning, vill jag lära mig mer om detta. Jag undersöker också varför man läser algebra på gymnasieskolan. I min undersökning har jag förutom litteraturstudier använt mig av en empirisk studie. Den empiriska studien består av intervjuer med fyra gymnasielärare i matematik. Resultatet av mitt arbete kan sammanfattas med att algebra ger generella lösningar på problem, ger större möjligheter att klara av högre studier och att det är ett viktigt verktyg i många andra ämnen i gymnasieskolan. De typiska fel som gymnasieelever gör beror främst på fel p.g.a. aritmetiska färdigheter saknas.

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mso-ansi-language:SV;} span.BallongtextChar {mso-style-name:"Ballongtext Char"; mso-ansi-font-size:8.0pt; mso-bidi-font-size:8.0pt; mso-ascii-font-family:Tahoma; mso-hansi-font-family:Tahoma; mso-bidi-font-family:Verdana; mso-fareast-language:EN-US;} @page Section1 {size:612.0pt 792.0pt; margin:70.85pt 70.85pt 70.85pt 70.85pt; mso-header-margin:36.0pt; mso-footer-margin:36.0pt; mso-paper-source:0;} div.Section1 {page:Section1;} /* List Definitions */ @list l0 {mso-list-id:1492866463; mso-list-type:simple; mso-list-template-ids:517357830;} @list l0:level1 {mso-level-start-at:0; mso-level-number-format:bullet; mso-level-text:-; mso-level-tab-stop:18.0pt; mso-level-number-position:left; margin-left:18.0pt; text-indent:-18.0pt;} ol {margin-bottom:0cm;} ul {margin-bottom:0cm;} -->This paper will discuss the proposed reintroducing of a final degree in upper secondary school. In a public government inquiry that was released in March 2008 a proposal about reintroducing a final degree in upper secondary school was presented. A final degree has not been a part of the upper secondary school science 1968. Why was the system with a final degree abounded and why do the government want to reintroduce it? Research in pedagogy has through the years presented numbers of theories about assessment. In last decades a great part of the discussion has been focused on formative assessment. In formative assessment the assessment is used as a pedagogy tool. The purpose is to help the student develop their learning process and to learn to work independently. The contrary to formative assessment is assessment which only purpose is to summarise and control the level of knowledge a student possesses. The public government inquiry that led to abolish of a final degree in upper secondary school in 1968 shared many thoughts with theories about formative assessment. Forty years later the government has grown sick of all the formative assessment, which they think has led to a “muddled” school. The public government inquiry presented in 2008 wants to reintroduce a final degree and create a school where the student’s knowledge is orderly controlled and summarised.

The aim of this thesis is to research what the former youth of the Construction Programme felt about their education. For this purpose I have chosen a group of students who graduated from the Construction Programme 1997 and 1998. Had they made the choice to study at the Construction Program on their own free will, or were they more or less forced into this decision (in one way or another)? I have also researched which factors that has either made them stay in the field of construction work or forced them to work with something else. The research method I have chosen to use in my thesis was a questionnaire. This questionnaire was sent to a group of thirty former students of the Construction Program, who nowadays is scattered all over the country. Through the questionnaire I have asked questions concerning their choice of upper secondary school education: what the students thought of the education they received, did it live up to their expectations, and do they still work within the occupation that they were educated for or do they work with something else?. Maybe some have chosen to move on to third level education? I have got to several results concerning both the choice of upper secondary school education made and this group of former students’ current field of work. For the majority of these students, the choice of studying at the Construction Program was made on their own, which they felt led to a varying occupation and a job after graduating. Another interesting result I have got is that a lot of students still work within the branch ten years after their graduation. This must mean that both the school and the former youth of the Construction Program themselves succeeded well in their education. The result of my research corresponds with general perceptions according to studied literature and varied sources.

Development of competence-oriented curricula is still an important theme in informatics education. Unfortunately informatics curricula, which include the domain of logic programming, are still input-orientated or lack detailed competence descriptions. Therefore, the development of competence model and of learning outcomes' descriptions is essential for the learning process in this domain. A prior research developed both. The next research step is to formulate test items to measure the described learning outcomes. This article describes this procedure and exemplifies test items. It also relates a test in school to the items and shows which misconceptions and typical errors are important to discuss in class. The test result can also confirm or disprove the competence model. Therefore, this school test is important for theoretical research as well as for the concrete planning of lessons. Quantitative analysis in school is important for evaluation and improvement of informatics education.

This chapter investigates the relationship between the official aims and intentions of Religious Education (RE) in Sweden and the pupils’ attitudes. In Sweden, as in several Western countries, there is a growing recognition that teaching RE may contribute to social cohesion in an increasingly diverse society. This chapter argues that it is also necessary to take into account the cultural context in which the education takes place, for instance that Sweden has developed over a short period from a fairly monocultural society with a Lutheran state church to a religiously and culturally more diverse society, and that the country can be seen as highly secularised on an individual level. The aims of RE are investigated through analysis of official documents and the pupils’ attitudes are investigated by means of survey data from a nationally representative classroom questionnaire along with observations from focus group interviews with pupils in upper secondary school, aged 18–19 regarding attitudes towards RE and religious and cultural diversity. The chapter concludes that it is difficult to attain the lofty aims of intercultural understanding through RE teaching, especially among pupils who see themselves as nonreligious. It suggests utilizing the said gap between religious and nonreligious pupils. / Silence, conflict or exoticism? Views of religion and Religious Education among senior high school students and teachers in multicultural Sweden / Impact of Religion

This degree project has three aims. First, it will investigate students’ attitudes towards reading novels in English and how their motivation for reading differs whether they attend vocational or university-preparatory programs.  In order to investigate this, a total of 73 students were asked to participate in the implementation of a questionnaire. Second, this degree project sets out to study if there are differences in how four teachers approach reading novels in English and third, it will study how these four teachers motivate their students in their studies. This part of the investigation was conducted by performing qualitative interviews with each of the teacher informants. The theoretical framework of this degree project has its basis in the theories regarding cultural capital by sociologist Pierre Bourdieu. The results show that there are clear divisive lines between the attitudes and the motivation of students depending on which program they attend and that these divisions can be attributed in part to students’ social background. The results also indicate that teachers are aware of these differences and approach reading novels in the classroom accordingly.

The purpose of this dissertation is to study the vocational and career education in upper secondary school and to answer the question if and how this education contributes to the socialization of the younger generation to the various sectors and positions of working life. The ambition was also to acquire more general knowledge of the mechanisms generating different classroom discourses. The main problem thus deals with how and why an objective reality, in this case the working world, is transformed into various teaching situations and how and why it grows into different classroom discourses. In accordance with the theoretical frame of reference, career education is regarded as a transmission of ideologies and as part of the social reproduction process. By analogy with this approach the training effects have been studied in terms of transmitted opinions and notions in various aspects of education and working life. For a period of one year we observed the instruction in social studies and vocational teaching in four different course programmes of upper secondary school. The empirical studies also include interviews with teachers and students in nursing and metalwork course programmes, in economics, in social sciences and in natural sciences as well as employees in the metalwork and health-care sector. The main aim was to study the notions of education and working life of various interested parties in relation to the notions transmitted in the course programmes. The results show that there are great differences in vocational teaching in the different course programmes, in spite of the fact that the content of this teaching is supposed to be almost identical according to the curriculum. In an attempt to explain the formation of education we have formulated a "content-related steering group theory". In simplified terms this means that the content of education is characterized by certain predominant structures of thought characteristic of both the social field (sector) and the social stratum (level) towards which the education is primarily directed. The predominant structures of thought are brought into the classrooms through the students' individual and historical relations with the world of work. These structures then function as a generating and controlling mechanism for the classroom discourse. The teacher will, more or less unconsciously, adjust the content of his or her teaching to the predominant structures of thought of the selection of students forming his or her class. Our analysis ends in the assumption that the differences in structures of thought between students in various course programmes are reinforced during the time spent in upper secondary school - not so much as a result of the education itself, but more as a result of the different social environments of different student categories to which the education is adapted. / digitalisering@umu

Sammanfattning Föreliggande fenomenografiska studie har som syfte haft att undersöka elevers uppfattningar av fenomenen utbildning och arbete och hur de kopplar det till sin framtid. Studien har genomförts som enskilda intervjuer med sex elever vid gymnasiets Introduktionsprogram individuellt alternativ våren 2013. Efter analysarbetet av intervjuerna har Malows behovs- och motivationsteori kopplats till beskrivningskategorierna. Vid intervjuutsagorna framträder att utbildning uppfattas som något för framtida behov, mot ett yrke där betygen är biljetten in. Vad gäller utbildning i grundskolan kan tre beskrivningskategorierna urskiljas. Betygen uppfattas som det mest centrala, därefter behovs- och motivationsfaktorer som identifierats som relationer till lärare och kamrater samt till inlärningsmiljön- med fokus på hur undervisningen organiseras. Eleverna erfar att utbildningen på Introduktionsprogrammet jämställs med grundskolan men med större fokus på betyg. Arbete uppfattas som ett utbildningsresultat där de personliga behoven tillfredsställs vad gäller självständighet och oberoende genom egen försörjning men också de personliga behoven av social gemenskap och självförverkligande uppfattades som betydelsefulla aspekter av ett arbete. Efter att ha analyserat intervjuerna erfars mig elevernas oerfarenhet att reflektera över sina erfarenheter, vilket är viktigt i ett samhälle där man skall göra egna val och kunna se dess konsekvenser. Nyckelord: Gymnasieelever, introduktionsprogrammet, utbildning, arbete, fenomenografi. / Abstract The purpose of this phenomenografic study has been to examine the thoughts of six pupils in Upper Secondary school, Individual alternative, concerning the phenomenon education, work and their future. Maslow´s theory of needs and motivation was the background of the analysis. The result of this study is that what pupils find most significant in education is the marks. Education is something for the future, and the marks are the tickets to vocational training. Studies in Primary school also focus on the marks. Education in Primary school is also apprehended to Needs and motivation where the relationship to teachers and classmates is important. Also the environment of teaching was in focus. The pupils experience Primary school and Upper Secondary school as being the same but with a larger focus on the marks in Upper Secondary school. Work is apprehended as a result of education where the personal needs such as independence, social community and self-fulfillment are important aspects of one´s work. After my work with the analysis, my thoughts are that the pupils are inexperienced in verbalizing their thoughts. It is important in a society built on individual choice to be aware of the consequences of one´s choices. Keywords: Upper Secondary school pupils, Introduction Program, education, work, phenomenografy.