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<p>The aim of this thesis is to try to make the mathematics content of textile handicraft visible. This is done through an attempt at integrated studies in the two subjects with 6^th grade students.</p><p>The main question is: In what way may integrated studies in mathematics and textile handicraft lead to making the mathematics content of textile handicraft visible to the students? This question has been divided into three sub-questions: 1. What knowledge do students have on the order of the millimeter, centimeter, decimeter and meter units of length?, 2. In what situations do students mention knowledge of measuring as being of use?, and 3. To what extent do students see a connection between mathematics and textile handicraft before and after an attempt at integrated studies in mathematics and textile handicraft?</p><p>The methods of use in this thesis are questionnaires and interviews.</p><p>The theoretical frame is constituted by the sociocultural theory. This theory focuses on the idea that thinking is closely connected to our activities, which makes it a suitable basis for the thesis.</p><p>The results of the study show that overall the students’ knowledge of the order of the units of length in question is good. The students mention knowledge of measuring as being of use mostly in situations related to consumption, building and painting, and mathematics. No student mentions a connection between mathematics and textile handicraft in the questionnaires. However, the interviewees mentioned measuring as being of use in textile handicraft. The study gives no definite answer to the question of whether integrated studies can make the mathematics of textile handicraft visible. The fact that students in interview after integrated studies are able to discover a connection between the two subjects may indicate that the mathematics content of textile handicraft has been made visible.</p>

The aim of this thesis is to try to make the mathematics content of textile handicraft visible. This is done through an attempt at integrated studies in the two subjects with 6th grade students. The main question is: In what way may integrated studies in mathematics and textile handicraft lead to making the mathematics content of textile handicraft visible to the students? This question has been divided into three sub-questions: 1. What knowledge do students have on the order of the millimeter, centimeter, decimeter and meter units of length?, 2. In what situations do students mention knowledge of measuring as being of use?, and 3. To what extent do students see a connection between mathematics and textile handicraft before and after an attempt at integrated studies in mathematics and textile handicraft? The methods of use in this thesis are questionnaires and interviews. The theoretical frame is constituted by the sociocultural theory. This theory focuses on the idea that thinking is closely connected to our activities, which makes it a suitable basis for the thesis. The results of the study show that overall the students’ knowledge of the order of the units of length in question is good. The students mention knowledge of measuring as being of use mostly in situations related to consumption, building and painting, and mathematics. No student mentions a connection between mathematics and textile handicraft in the questionnaires. However, the interviewees mentioned measuring as being of use in textile handicraft. The study gives no definite answer to the question of whether integrated studies can make the mathematics of textile handicraft visible. The fact that students in interview after integrated studies are able to discover a connection between the two subjects may indicate that the mathematics content of textile handicraft has been made visible.

This study is concerned with Swedish as a school subject, with teachers in Swedish and with the relevance of teacher training, all of which I discuss in the perspective of professionalism. When it comes to content, the Swedish subject is characterized by disruption. The informants describe different subjects, but communicative skills seem to be their most important objective. And among the informants the collective view on the Swedish subject is that of Swedish as Skills. Furthermore, the concept of integrated studies in secondary school is interpreted and construed in two different ways, formal subject integration and one that might be called “true” subject integration. The study also points to discrepancies between teacher education and the profession. One such discrepancy concerns the core of Swedish as a subject. Another concerns the teaching and responsibility of children with reading and writing disabilities and other states of difficulties, such as ADHD. The teachers in this study did not get such proficiency during teacher training, and this causes frustration and feelings of inadequacy. At the same time the Swedish educational authorities presuppose that this area is the concern of every teacher, and not solely the concern of teachers of the Swedish subject. The subject concept, the use and ideology of steering documents, subject integration as well as the status of teacher training are factors that seem to have an impact on the autonomy and status of teachers.