The diploma thesis deals mainly with the analysis of the work with NO/NOT (both stand- alone word and words containing a negative and containing graphic characters) in the athematics booksfor the first class of the eight-year grammar school (four mathematics textbooks, Prometheus Publishing House). The first chapter summarizes the investigation of the available literature which analyses the textbooks and negative in mathematics. Furthermore, there is a characteristic of the age group of pupils who are taught according to the textbook and the analysis of the Framework education program for basic education from the point of view of its work with the negatives and claims, which are requested from pupils. The main part is the analysis of a mathematical textbook focused on the frequency of the word NO/NOT or the words containing the negative. In the practical part, there is proposed a division of words containing the negative into five roles defined by me, and investigation which results show how far my work can serve teachers, respectively how this role definition can help. The practical part also mentions some surprising mathematical mistakes that pupils have done. Finally, there are mentioned recommendations for teachers on what to focus when working with the negative during teaching.

Today's Swedish mathematics education is largely textbook-bound. At the same time, the textbooks are not reviewed, quality assured or checked by the curriculum in mathematics. The purpose of this study was to investigate the prevalence of open assignments and what abilities these helped the students develop. As a teacher, it is important to be aware of what tasks students encounter as well as what abilities these will train. Previous research shows that open-ended assignments are very helpful for the development of mathematical abilities for students. As an analytical starting point, Sullivan and Lilburn’s (2002) criteria for open-ended questions and MCRF's framework (Lithner et. al, 2010) for mathematical abilities were used. The analysis revealed that there was little data that fell under the criteria for open-ended questions. In the available tasks, they get to develop several mathematical abilities. “Favorit matematik” was the textbook that offered the greatest variety of tasks for developing mathematical abilities in the open-ended assignments that existed.