I denna studie undersöks ungdomars uppfattningar och tankar om engelska utanför skolan. Nu för tiden kommer ungdomar i kontakt med engelska överallt och engelska har blivit mer av ett andraspråk än ett främmande språk i dagens samhälle. Syftet med studien är att få en djupare förståelse i vad ungdomar tänker om den engelska som de möter på sin fritid. Fyra niondeklassare har intervjuats och de har svarat på frågor om var de möter engelska på sin fritid, hur de använder språket och hur de lär sig engelska utanför skolan. Deras svar visar att ungdomar kommer i kontakt med engelska genom olika källor, de använder språket beroende på deras intressen och de lär sig engelska på olika sätt utanför skolan. / This study investigates adolescents’ perceptions and thoughts on English outside of school. Adolescents come in contact with English everywhere these days and English has become more of a second language than a foreign language in today’s society. The purpose of this study is to get a deeper understanding of what young people think about the English they meet in their spare time. Four young people who are all ninth-graders were interviewed for the study. They were asked questions about where they meet English in their spare time, how they use the language and how they learn English outside of school. Their responses show that adolescents come in contact with English through different sources, they use the language according to their interests and they all go about learning English in different ways.

Detta examensarbete handlar om elevers matematikinlärning och hur elevers förutsättningar till att lyckas med matematikstudierna kan stödjas utanför skolan. Alla elever har inte samma förutsättningar för att studera utanför skolan, vissa kan t.ex. få hjälp av sina föräldrar medan andra elever inte har den möjligheten. Matteboken.se är ett verktyg som erbjuder elever som studerar på högstadie- eller gymnasienivå alternativ hjälp för deras studier i matematik. Ett ytterligare syfte har således varit att undersöka hur matteboken.se fungerar som stöd för elevers matematikstudier och vilka som använder sig av detta redskap. Litteraturstudier och en enkätundersökning användes som metoder för denna studie. Utifrån ett studerandeperskektiv analyseras resultaten med hjälp av Stadlers begrepp, matematikens lärobjekt, matematiska resurser och studenten som lärande aktör. Analysen görs även utifrån teorier från tidigare forskning om nätbaserad undervisning, studier utanför skoltid, motivation att studera samt elevers självbild. Slutsatser som kan dras från undersökningen är att läraren och läroboken är för eleverna de viktigaste resurserna för deras matematikinlärning. Elever med tillgång till hjälp hemma erhåller ett högre medelbetyg än vad elever som inte får någon hjälp gör. De elever som använder matteboken.se är främst elever som läser högskoleförberedande program, elever som får hjälp hemifrån samt elever vars föräldrar har högre utbildningsnivå. Elever får hjälp och stöd genom att utnyttja de olika funktionerna på matteboken.se. Elever lär sig matematik på olika sätt och det gäller för dem själva att veta hur de bör agera för att ta till sig kunskaperna på bästa sätt. Eleverna måste alltså både lära matematik och lära hur man lär matematik. / This thesis is about students' mathematics learning and how students' opportunities to succeed with math studies can be supported outside of school. All students do not have the same opportunities to study outside of school; some may get help from their parents while other students don't have that option. Matteboken.se is a tool that offers students who are studying at lower or upper secondary level alternative means for their studies in mathematics. A further aim of this degree project has thus been to examine how matteboken.se works to support students' mathematics study and which students make use of this tool. Literature studies and a survey are used as methods of this study. From a student perspective the results are analysed by using the concepts developed by Stadler regarding mathematical learning; mathematical learning objects, mathematical resources and student acting as a learner. The analysis is also being made in regards to theories from earlier research on netbased teaching, studysituations outside of school, motivation to study and students' selfimage. Conclusions that can be drawn from the study are that students see the teacher and the textbook as the most important mathematical resources for learning. Students with access to help at home receive a higher average grade than students who do not receive any help. The students who use matteboken.se are primarily students who study college preparatory programs, students who receive assistance from home and students whose parents have a higher level of education. Students receive help and support by exploiting the various features on matteboken.se. Students learn mathematics in different ways, and it is up to them to know how they should act to absorb knowledge in the best way. Students must therefore learn mathematics as well as learn how to learn mathematics.

Abstract This empirical study investigates how students in secondary school 7-9 learn the English language outside of school, in an informal setting, and how they can benefit from it in a formal setting in school. The usage of digital technology is more common nowadays amongst youngsters than it used to be before. Digital technology has become a part of young people’s daily lives, whether it is for social media, schoolwork, gaming or blogging. Most students in Swedish secondary schools have their own computers, mobile phones, and have the opportunity to borrow an iPad from school, if needed. For this reason, it is relevant and interesting to investigate how students use their informal knowledge of English in a school setting, and how teachers take advantage of that knowledge. The research focused primarily on how the incorporation of extramural English can be used as a motivating factor for students to develop their English language in a formal setting. The results showed that students who are given the opportunity to use their previous knowledge in the classroom, appeared to be more encouraged to engage in classroom activities. They were also more motivated to work with the assignments handed to them. Teachers who involved students’ interests and previous knowledge in the classroom were experienced in the use of different media in the classroom and had good knowledge about students’ daily lives and experiences, something that helped them establish a positive teacher-student relationship. Keywords: extramural English, out-of-school English, teaching materials, motivation, informal- and formal settings, students’ perceptions.

Made available in DSpace on 2016-04-27T16:58:49Z (GMT). No. of bitstreams: 1 dissertacao_augustro_cesar_pimentel.pdf: 3594051 bytes, checksum: 1bab2fcda8325cb19fa869b9cd34cd41 (MD5) Previous issue date: 2008-12-19 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This work consists in a historical-cultural research of construction of a Plaza with a monument in homage to Mathematics, it was idealized by a visionary mayor, 29 years old, in a city called Itaocara, interior of the State of Rio de Janeiro, in 1943. What is now a touristic attraction arose from the creativity of a young politician. Although he was a lawyer, he saw in mathematics his source of pleasure. To write this research, there was an interview with the mayor of that time, currently with 94 years old, with the inhabitants, and the daughter of the constructor of the square, in addition, the examination of documents, historical photos, and similar stuffs. The director of the project was the mathematician Malba Tahan (pseudonym of Júlio César de Mello e Souza) organized a selecting process with his students of the National School of Fine Arts of the University of Brazil, today Federal University of Rio de Janeiro (UFRJ). The winner was Mr. Godofredo Formenti. The Square was built by Mr. Italarico Alves, a citizen of Itaocara and the single official builder of the town and despite his low education, he made a geometrically perfect work, under the coordination of Malba Tahan, resulting in the unique monument in the world, capable of highlighting the poetic power of the mathematics art in the process of re-inventing the socio-historical-cultural of a countryside community, which concretizes its pride in the maxim that "who knows does the time, do not wait it to occur / O presente trabalho consiste na investigação histórico-cultural da construção de uma praça, com um monumento em homenagem à Matemática, idealizado por um prefeito visionário, de 29 anos, na cidade de Itaocara, interior do Estado do Rio de Janeiro, no ano de 1943. O que é hoje uma atração turística, surgiu da criatividade do jovem político que apesar de advogado, via na matemática sua fonte de prazer. Para essa pesquisa, realizou-se entrevistas com o próprio prefeito da época, atualmente com 94 anos, com moradores antigos e com a filha do construtor da praça, além de análise de documentos, fotografias, históricos e afins. O diretor do projeto foi o matemático Malba Tahan (pseudônimo de Júlio César de Mello e Souza), que realizou um concurso com seus alunos da Escola Nacional de Belas Artes da Universidade do Brasil, hoje, Universidade Federal do Rio de Janeiro (UFRJ), sendo vencedor o Sr. Godofredo Formenti. A Praça foi construída pelo Sr. Italarico Alves, morador de Itaocara e único construtor oficial da cidade e que apesar da pouca escolaridade, realizou um trabalho geometricamente perfeito, sob a coordenação de Malba Tahan, resultando em um monumento único no mundo, capaz de ressaltar o poder poético da arte matemática no processo de reinvenção sócio-histórico-cultural de uma comunidade interiorana, que concretiza seu orgulho na máxima de que quem sabe faz a hora não espera acontecer