The purpose of this study is to present arguments concerning a zestful learning for children ages 6-9 in mathematics. Four books in mathematics has specifically been analyzed to investigate what is written concerning a zestful learning. By means of an argumentation analysis within a qualitative text analysis the arguments are put forth. The didactic choices of the chosen literature are analyzed in a subject-matter didactic context. The result implicates a multitude of arguments and didactic choices supporting a zestful learning. The most prominent one is that teaching should presuppose the every-day life of the students, be varied concerning both education and environment and promote communication. Education should relate to joint experiences and clarify the already gained knowledge in math’s of the students, thus enhancing the students’ self-esteem within mathematical contexts: in addition, if students experience the usability of math’s and are given the opportunity to apply their body and senses in gaining this knowledge this is beneficial for zestful learning. To feel a desire to learn engages the students and motivates them to learn. As a conclusion there are many opportunities in creating zestful learning possibilities, prior research shows the importance of making the experience of learning enjoyable to promote a lifelong lust to learn, which is one of the assignments of school according to Läroplan för grundskolan, förskoleklass och fritidshemmet 2011 (Skolverket 2011).

The purpose of this study is to present arguments concerning a zestful learning for children ages 6-9 in mathematics. Four books in mathematics has specifically been analyzed to investigate what is written concerning a zestful learning. By means of an argumentation analysis within a qualitative text analysis the arguments are put forth. The didactic choices of the chosen literature are analyzed in a subject-matter didactic context. The result implicates a multitude of arguments and didactic choices supporting a zestful learning. The most prominent one is that teaching should presuppose the every-day life of the students, be varied concerning both education and environment and promote communication. Education should relate to joint experiences and clarify the already gained knowledge in math’s of the students, thus enhancing the students’ self-esteem within mathematical contexts: in addition, if students experience the usability of math’s and are given the opportunity to apply their body and senses in gaining this knowledge this is beneficial for zestful learning. To feel a desire to learn engages the students and motivates them to learn. As a conclusion there are many opportunities in creating zestful learning possibilities, prior research shows the importance of making the experience of learning enjoyable to promote a lifelong lust to learn, which is one of the assignments of school according to Läroplan för grundskolan, förskoleklass och fritidshemmet 2011 (Skolverket 2011).