Hensikt Hensikten med studien har vært å få dypere kunnskap om hva det har betydd for Marte Meo terapeuter i demensomsorgen å ha lært metoden.   Metode Grounded theory har blitt benyttet som analysemetode av åtte åpne intervjuer.   Resultat Informantene som alle er Marte Meo terapeuter, sier at de har fått en metode som de har savnet i demensomsorgen. Metoden hjelper dem til å oppdage taus kunnskap, støtte kunnskap som de allerede har og den styrker selvtilliten deres. De har fått økt bevissthet og et felles språk som har ført til et bedre arbeidsmiljø og en opplevelse av å se og møte pasientenes individuelle behov på en bedre måte.   Konklusjon Studien har vist at Marte Meo metoden har positiv innvirkning både fordi personalet får et bedre arbeidsmiljø og fordi personalet opplever at de etter å ha lært Marte Meo metoden  bedre kan møte pasientenes behov. / Purpose This qualitative study aimed to increase understanding of  what the consequences have been for Marte Meo therapists in dementia health care to have learned the method.   Method We used grounded theory to analyze eight open interviews.   Results The informants, all Marte Meo therapists reported that they gained a method they long have missed for dementia health care. The Marte Meo method helps them detect tacit knowledge, support and enforce known knowledge, and strengthen their self-confidence. They also gained increased awareness and a common language leading to an improved working environment and the individual needs of the patients are better seen and met.   Conclusion The study shows that Marte Meo method has positive influence both because the staff have an improved working environment and because the staff experience that they are better able to detect the patients needs after having learned the method. / <p>ISBN 978-91-85721-76-4</p>

The dissertation explored didactical situations, in which mathematical concepts in nursery schools are created and specified. It discusses the link between two issues related to institutional pre-school mathematics education. These are: Do children in nursery schools have opportunity to discover mathematical concepts? What is characteristic for didactical situations, in which it happens? Dissertation is organised according to a scheme "theory-methodology-empirical findings". Presented research is realized as qualitative, data material is formed by written narratives, chosen analytical procedures belong to the framework grounded theory method. In the main research I managed not only to compare individual narrations of teachers from nursery schools and identify various teachers´ actions, practises and types of didactical situations, but also to find the form of the mathematical didactical situation in the environment of nursery schools.