Detta arbete har, med ett kvantitativt arbetssätt, undersökt hur socioekonomisk ojämlikhet kan påverka matematikutbildning på grundskolan. Syftet med detta arbete är att undersöka hur 15-åriga högstadieelever på skolor med högre respektive lägre genomsnittlig socioekonomisk profil upplever matematikundervisningen. Forskningsfrågorna handlar om hur elever upplever eget intresse och svårighet inom matematik, och hur elever upplever förväntningar från föräldrar och lärare samt deras egna mål på slutbetyg i matematik. För att beskriva skolornas socioekonomiska profil, användes föräldrarnas utbildningsbakgrund utifrån skolverkets SALSA-undersökning. Digitala enkäter i Google formulär användes i datainsamling för detta arbete. Univariata analyser med statistiska tabeller och signifikanstest (Wilcoxon test) används i dataanalysen. Totalt 19 elever på skolan med högre socioekonomisk status och 70 elever på skolan med lägre socioekonomisk status har deltagit i enkätundersökningen. Resultaten visar att elever på skolan med lägre socioekonomisk status upplever större förväntningar från föräldrar på deras betyg i matematik. Resultaten visar också att jämfört med elever på skolan med lägre socioekonomisk status, så tycker elever på skolan med högre socioekonomisk profil att matematik är enklare och att några matematiska områden som ingår i det centrala innehållet är mer intressanta. De matematiska områdena som taluppfattning, samband och förändring samt sannolikhet och statistik påverkas mest av elevers socioekonomisk status. Socioekonomisk status kan även påverka elevers gymnasieval där elever på skolan med högre socioekonomisk status har betydande högre vilja att söka gymnasieprogram som kräver matematisk kunskap. / This work has, with a quantitative approach, investigated how socio-economic inequality can affect mathematics education in primary school. The purpose of this work was to investigate how 15-year-old students at schools with higher and lower average socio-economic profile experience mathematics teaching. The research questions were how students experience their own interest and difficulty in mathematics, and how students experience expectations from parents and teachers as well as their own goals for final grades in mathematics. To describe the schools’ 'socio-economic profile, the parents' educational background was used based on the National Agency for Education's SALSA survey. Digital surveys in Google Forms were used as a data collection method. Univariate analysis with statistical tables and significance tests (Wilcoxon test) are applied in the data analysis. A total of 19 students at the school with higher socio-economic status and 70 students at the school with lower socio-economic status have participated in the survey. The results show that students at school with lower socio-economic status experience greater expectations from parents of their grades in mathematics. The results also show that compared with students at the school with a lower socio-economic status, students at the school with a higher socio-economic profile think that mathematics is simpler and that some mathematical areas that are included in the central content are more interesting. The mathematical areas such as number perception, connection and change as well as probability and statistics are most affected by students' socio-economic status. Socio-economic status can also affect students' upper secondary school choices, where students at the school with a higher socio-economic status have a significantly higher willingness to apply for upper secondary school programs that require mathematical knowledge.

This dissertation is focusing on definitions of some typical features of a family unit and its impact on their child´s free time use. These aspects are for e.g. completeness of the family, child´s status among their brothers and sisters, level of parents´ education and the social strata of parents. The dissertation is divided into theoretical and practical part. In the beginning of the theoretical part the question of family, definition according to the number of members, and other features implicated from the family status are being discussed. Second part concern the free time and children´s education out of school. The theory is followed by purely practical part of my dissertation in which I conduct a research. The main question for my research was if the above mentioned aspects of the family unit can have an impact on the way a child spends their free time. Results of this probe have been concluded and demonstrated by graphs and tables at the end of the dissertation.