The diploma thesis thematically deals with the adaptation of exercises for teaching arithmetic and algebra at primary school. The aim of the thesis was to create a collection of methodically processed exercises for the second grade students. In seven parts, the collection focuses on working with fraction from introduction of it to particular operations with fractions. The thesis has following structure: the first part is dealing with theoretic adaptation of literary sources on the given topic. The second part contains practical orientation with a motivational example, an explanatory example, exercises for practising, an exercise to test the curriculum, an exercise for the quick-witted and an exercise for home preparation in every thematic unit.

Studien är baserad på lärares, specialpedagogers samt projektledares uppfatt-ningar av arbetssätt och arbetsformers betydelse i ett matematikprojekt som bedrivs i åk 3. Syftet med detta arbete är att studera vilka arbetssätt och ar-betsformer som används i ett matematikprojekt för att utveckla elevers ma-tematiska förmåga med fokus på aritmetik, ur ett specialpedagogiskt perspek-tiv. En kvalitativ metod valdes där intervju i grupp, enskild intervju samt in-tervju via e-post med respondenter från tre målgrupper genomfördes. Ana-lysmodellen har konstruerats med begrepp från Adding it up (Kilpatrick, Swafford & Findell, 2001), KOM-projektet (Niss & Højgaard-Jensen, 2002) samt Visible learning (Hattie, 2009). Vårt resultat visar att lärares, specialpe-dagogers och projektledares uppfattning är att flera faktorer påverkar pro-jektets arbetssätt och arbetsformer där bristen av tid är en betydande faktor. Slutsatsen är att arbetssätt och arbetsformers betydelse är underordnad pro-jektets organisatoriska förutsättningar. / The study is based on the opinions of teachers, teachers for special education needs and the project manager’s about the significance of how to work me-thodically and the way work is organized in a mathematic project in year 3. The aim of this study is to identify how to work methodically and the way work can be organized in a mathematic project in order to develop the stu-dents’ mathematical ability, focusing the areas of arithmetic and from the perspective of special education needs. A qualitative method of investigation was chosen where information was gathered through a combination of inter-views, in groups, individually and via e-mail with representatives from each of the three groups of respondents. The analysis model has been constructed using concepts from the frameworks Adding it up (Kilpatrick, Swafford & Findell, 2001), KOM-projektet (Niss & Højgaard-Jensen, 2002) and Visible learning (Hattie, 2009). Our results show that teachers, teachers for special education needs and the project manager’s view is that several factors affect how to work methodically and the way work can be organized and the lack of time is a significant factor. The conclusion is that how to work methodically-and the way work can be organized are subordinate the project´s organiza-tional preconditions.