Denna studie handlar om elevers uppfattningar om motivation i ämnet matematik. Syftet med denna studie var att lyfta fram elevers egna utsagor och upplevelser om sin motivation, samt få en bild av eventuella förändringar eller mönster kring elevers motivation till matematikämnet under deras tidiga år i grundskolan.   Studien har genomförts med hjälp av elevenkäter och elevintervjuer, där kvalitativa och kvantitativa metoder kombinerats för att möjliggöra ett fördjupat analysarbete i undersökningens resultatdel. Här presenteras elevers uppfattningar av motivation i ämnet matematik samt deras tankar om vad som påverkar motivationen. Analysen av resultaten visar att eleverna har en god uppfattning om vad som påverkar deras motivation. De ger många exempel, där fysiskt och psykiskt välmående samt lärarens pedagogiska arbete i klassrummet, har betydelse för motivationsprocessen. Vidare går det att avläsa ur resultaten från enkätundersökningen att inom ramen för denna begränsade studie, så är elever i årskurs tre och fem mer negativt inställda till matematik i jämförelse med elever i årskurs ett.   För att belysa ämnet redogörs även för teoretiska aspekter från pedagogisk forskning kring ämnet motivation. Dessa diskuteras i studiens sista kapitel i förhållande till studiens resultat. / This study is about pupils opinions of motivation in the subject mathematics. The purpose of this study was to get the pupils experiences and statements concerning their own motivation and to get a picture of changes or patterns that might have occurred during their early years in elementary school.   The study has been made by inquiries and interviews, where qualitative and quantitative methods have been combined to make possible a deepened analysis in the result part of the investigation. Here are the pupil`s opinions about motivation in the subject mathematics presented and their thoughts about what influences the motivation. The analysis of the results shows that the pupils have a good understanding for what influences their motivation. They give us many examples where physical and psychical wellbeing plus the teacher`s pedagogical work in the classroom are of importance for the motivations process. The results from the inquiry further shows, within the frame for this limited study, that pupils in class three and five are more negatively disposed to mathematics compared to pupils in class one.   To illuminate the subject, theoretical aspects from pedagogical research on the subject motivation, are also accounted for. These are discussed in the last chapter related to the results of the study.

The purpose of the essay was to investigate what the students' perception of the social studies subjectwas and how it related to the students' lifeworld. The essay used qualitative group interviews withsecondary school students. The aim was to illustrate the students' perspective of the social scienceeducation to counterbalance the teachers perspective which was commonly illustrated in teachereducation. The study shows that students mainly appreciate education in social science but lack theknowledge of the everyday life such as paying a bill and setting the tax return. Another thing theauthors found was that the teachers seemed to have been an important factor for what the students'learn and involvement in social issues. / <p>Godkänd 2024-01-19</p>

Cette thèse vise à éclairer les fonctionnements disciplinaires de l’évaluation formelle à l’école primaire. J’ai approché ces fonctionnements en observant les pratiques enseignantes, en analysant les documents qui servent de supports à l’évaluation et en interrogeant le vécu des élèves. J’ai ainsi élaboré une modélisation pour éclairer les composantes de l’évaluation et envisager les variations possibles des pratiques. J’ai aussi mis au jour la manière spécifique dont les disciplines sont construites au travers de l’évaluation, les caractéristiques disciplinaires des dispositifs mis en œuvre et enfin la manière dont les élèves vivent ces évaluations. L’approche de didactique comparée, au sein de laquelle je me situe, éclaire les variations selon les disciplines, voire les contenus évalués. Elle permet de préciser les images des disciplines construites par les pratiques évaluatives. / This thesis aims to explain how formal evaluation work depending on the school subject taught in primary school. For my study, I observed several teachers’ practices, analyzed the evaluation material, and interviewed the pupils about their evaluation experiences. Then, I developed a model which highlights the different steps of an evaluation and allows an analysis of all possible variations in practices. I also presented the specific structure of each school subject, still from the evaluation angle, the specific evaluation methods used according to the subject, and the pupils’ perception of these evaluation. The comparative didactics approach I adopted allowed me to point out variations in the different school subjects, or even in the evaluated content. In the end, with this approach I was able to gather a global picture of each school subject based on the evaluation practices.