<p>The aim of this thesis is to try to make the mathematics content of textile handicraft visible. This is done through an attempt at integrated studies in the two subjects with 6^th grade students.</p><p>The main question is: In what way may integrated studies in mathematics and textile handicraft lead to making the mathematics content of textile handicraft visible to the students? This question has been divided into three sub-questions: 1. What knowledge do students have on the order of the millimeter, centimeter, decimeter and meter units of length?, 2. In what situations do students mention knowledge of measuring as being of use?, and 3. To what extent do students see a connection between mathematics and textile handicraft before and after an attempt at integrated studies in mathematics and textile handicraft?</p><p>The methods of use in this thesis are questionnaires and interviews.</p><p>The theoretical frame is constituted by the sociocultural theory. This theory focuses on the idea that thinking is closely connected to our activities, which makes it a suitable basis for the thesis.</p><p>The results of the study show that overall the students’ knowledge of the order of the units of length in question is good. The students mention knowledge of measuring as being of use mostly in situations related to consumption, building and painting, and mathematics. No student mentions a connection between mathematics and textile handicraft in the questionnaires. However, the interviewees mentioned measuring as being of use in textile handicraft. The study gives no definite answer to the question of whether integrated studies can make the mathematics of textile handicraft visible. The fact that students in interview after integrated studies are able to discover a connection between the two subjects may indicate that the mathematics content of textile handicraft has been made visible.</p>

The aim of this thesis is to try to make the mathematics content of textile handicraft visible. This is done through an attempt at integrated studies in the two subjects with 6th grade students. The main question is: In what way may integrated studies in mathematics and textile handicraft lead to making the mathematics content of textile handicraft visible to the students? This question has been divided into three sub-questions: 1. What knowledge do students have on the order of the millimeter, centimeter, decimeter and meter units of length?, 2. In what situations do students mention knowledge of measuring as being of use?, and 3. To what extent do students see a connection between mathematics and textile handicraft before and after an attempt at integrated studies in mathematics and textile handicraft? The methods of use in this thesis are questionnaires and interviews. The theoretical frame is constituted by the sociocultural theory. This theory focuses on the idea that thinking is closely connected to our activities, which makes it a suitable basis for the thesis. The results of the study show that overall the students’ knowledge of the order of the units of length in question is good. The students mention knowledge of measuring as being of use mostly in situations related to consumption, building and painting, and mathematics. No student mentions a connection between mathematics and textile handicraft in the questionnaires. However, the interviewees mentioned measuring as being of use in textile handicraft. The study gives no definite answer to the question of whether integrated studies can make the mathematics of textile handicraft visible. The fact that students in interview after integrated studies are able to discover a connection between the two subjects may indicate that the mathematics content of textile handicraft has been made visible.

I denna komparativa litteraturstudie jämför vi Sverige och Finlands respektive utbildningsväsende. Vi undersöker vad som gör Finland till ett framgångsrikt land inom slöjdutbildning, och om Sverige kan lära av Finlands exempel. Därför är det intressant för oss som framtida slöjdlärare att titta på vad som skiljer den svenska skolslöjden mot den finska. Som blivande lärare i ett praktiskt ämne vars varande ibland ifrågasätts vill vi undersöka hur slöjdens status ser ut i Finland som inte är i utbildningsmässig kris. Syftet med denna uppsats är att belysa samt jämföra slöjdämnet med fokus på arbetsformer och innehåll i två skandinaviska länder, Finland och Sverige.  Detta är en forskningskonsumtionsuppsats där vi insamlat och studerat befintlig forskning. Denna uppsats är en komparativ litteraturstudie mellan Sverige och Finland vilket betyder att vi jämfört liknande litteratur och redogjort för vad skillnaderna är.  Studien visar att läraryrket i Finland är mer respekterat i samhället, då Finland har en högre grad av professionalism inom lärarutbildningarna och läraryrket jämfört med i Sverige, vilket speglas i respektive lands elevresultat i internationella undersökningar. Vår jämförelse mellan ländernas läroplaner i slöjdämnet visar att i Finland fokuserar mer på hanteverksskicklighet och praktisk förmåga, medan i Sverige läggs vikt vid teoretiska begrepp och verbala uttryck inom slöjden.