The use of digital games in mathematics is something that has found its place in many classrooms over the years. Previous research regarding digital games’ effect on students’ results and motivation has not included a teacher’s perspective. This qualitative study has therefore collected the data through semi-structured interviews and has interviewed five teachers about their intention and beliefs behind using digital games in teaching mathematics and how their intentions and beliefs may affect the choices they make. The result of the study was that teachers used digital games as to make students motivated to practice mathematics  as well as to individulize the mathematical content to the students. The teachers also viewed students as “digital natives” and related this view to their own self-image and this belief appeared to be a major factor when the teachers’ made choices. / Digitala spel i matematikundervisning är något som tagit plats i många klassrum de senaste åren. Den forskning som bedrivits om digitala spels påverkan gällande elevers resultat och motivation har däremot saknat ett lärarperspektiv gällande användningen av digitala spel. Denna kvalitativa studie har därför med hjälp av semistrukturerade intervjuer undersökt fem lärares syften och uppfattningar gällande digitala spel i matematikundervisning och vilka bakomliggande faktorer som kan ha kommit att påverka deras val. Resultatet visade att lärarna använde spel i syfte att låta eleverna färdighetsträna på ett motiverande sätt samt att kunna individanpassa undervisningen för eleverna. Lärarnas syn på eleverna som “digital natives” i relation till sin självbild var det som tycktes påverka deras val i störst utsträckning.

The policy and mission of the Swedish upper secondary school highlight the importance of developing students’ learning. Formative assessment is commonly used for this purpose. However, a prerequisite for formative assessment is a consensus between the student and the teacher. As a result, there are challenges regarding students enrolled into the introductory programmes due to these students’ lack of motivation. The aim of this study is to examine English teachers’ experiences of formative assessment in the Swedish introductory programmes IMS and IMA. The study took a qualitative approach and was conducted by semi-structured interviews with 5 teachers. The results show that the experience differs among the teachers, but all participants recognize the benefits of formative assessment for making the students’ learning process visible. Moreover, the effects of formative assessment are particularly evident when the students receive feedback during the writing process. However, a prominent challenge regards when students lack motivation to take an active part in their own learning process. The results of this study are of importance because teachers continue to teach unmotivated students in a formative manner despite the limited effects and students’ expressed need of a more summative assessment.