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The aim of the study was to describe and analyse leaming processes in a group of preschool students. My questions was; what do preschool students think about preschool teachers' attitude regarding meals? Do their attitudes and descriptions change during the time of education and if so, which are the contributory causes to this change? The investigation has a qualitative approach where ten students were interviewed on two different occasions with two years in between. The starting point for the interviews were nine cri tical incidents. In the analysis I found several different attitudes, which were brought together to six general attitudes witch I narned; "the Regulator", "the Considerator", "the Planner", "the Cooperator", "the Adaptor" and "the Persuader". The Considerator, the Planner, the Cooperator and the Adaptor all want to, in their own way, tum the meals into positive and joyful moments for all participants. These attitudes describe an active preschool teacher who plans and organises the meals based on the childs needs and abilities. The Regulator's and the Persuader's attitudes were based upon the will to reform the childs behaviour, which was seen upon as negative or less acceptable. The result shows that the attitudes somewhat differ between the two years, for exarnple does the Persuader deminishes while the Planner grows in nurnber. My analysis shows that there are several contributory causes to the students' change of attitude. These are; work experience, theoretical experience, literature studies, broadened understanding, possibilities to discussion, as well as the collaboration between theory and practice. When discussing the result, theories about competence and knowledge, especially the competence and knowledge of the preschool teacher, are considered. The learning process and effects from education, again especially focused on the education of preschool teachers, are also discussed. One conclusion is thai:" the learning process can either be facili, Licentiatavhandling

The present study shows how students, eleven years old, solve problems in mathematics when they work together in groups. The main question raised is about the difficulties students experience in finding the relationship between mathematics and everyday discourse and vice versa. Two empirical studies about students' problemsolving in mathematics divided into three different articles are presented in this study. One is about how students discuss, while they are trying to solve what the area of the triangle is. The other study is about how different solutions in problemsolving have various meanings. The main finding ofthis work concems communication. Depending on the social contexts, different kinds oflanguages are developed in. When children are in their everyday contexts, they use one kind oflanguage, that is they use everyday concepts. In school, children have to leam the language ofmathematics. Leaming mathematics is about getting students to use the language of mathematics to mediate events and phenomens in the world around. One can describe learning as assimilating communicative and technical tools. Which are used as mediating tools in social practices. Another main finding of this study is to show how a teacher can get students attentive to how to change between different types of discourse and how to use special conc~pts for a special context. The most important aspect is that a teacher has pedagogical conversations with students on how to move between different communicative contexts. Often, students have difficulties in understanding in which communicative context they are involved.

The aim of the study was to describe and analyse leaming processes in a group of preschool students. My questions was; what do preschool students think about preschool teachers' attitude regarding meals? Do their attitudes and descriptions change during the time of education and if so, which are the contributory causes to this change? The investigation has a qualitative approach where ten students were interviewed on two different occasions with two years in between. The starting point for the interviews were nine cri tical incidents. In the analysis I found several different attitudes, which were brought together to six general attitudes witch I narned; "the Regulator", "the Considerator", "the Planner", "the Cooperator", "the Adaptor" and "the Persuader". The Considerator, the Planner, the Cooperator and the Adaptor all want to, in their own way, tum the meals into positive and joyful moments for all participants. These attitudes describe an active preschool teacher who plans and organises the meals based on the childs needs and abilities. The Regulator's and the Persuader's attitudes were based upon the will to reform the childs behaviour, which was seen upon as negative or less acceptable. The result shows that the attitudes somewhat differ between the two years, for exarnple does the Persuader deminishes while the Planner grows in nurnber. My analysis shows that there are several contributory causes to the students' change of attitude. These are; work experience, theoretical experience, literature studies, broadened understanding, possibilities to discussion, as well as the collaboration between theory and practice. When discussing the result, theories about competence and knowledge, especially the competence and knowledge of the preschool teacher, are considered. The learning process and effects from education, again especially focused on the education of preschool teachers, are also discussed. One conclusion is thai:" the learning process can either be facili, Licentiatavhandling

The present study shows how students, eleven years old, solve problems in mathematics when they work together in groups. The main question raised is about the difficulties students experience in finding the relationship between mathematics and everyday discourse and vice versa. Two empirical studies about students' problemsolving in mathematics divided into three different articles are presented in this study. One is about how students discuss, while they are trying to solve what the area of the triangle is. The other study is about how different solutions in problemsolving have various meanings. The main finding ofthis work concems communication. Depending on the social contexts, different kinds oflanguages are developed in. When children are in their everyday contexts, they use one kind oflanguage, that is they use everyday concepts. In school, children have to leam the language ofmathematics. Leaming mathematics is about getting students to use the language of mathematics to mediate events and phenomens in the world around. One can describe learning as assimilating communicative and technical tools. Which are used as mediating tools in social practices. Another main finding of this study is to show how a teacher can get students attentive to how to change between different types of discourse and how to use special conc~pts for a special context. The most important aspect is that a teacher has pedagogical conversations with students on how to move between different communicative contexts. Often, students have difficulties in understanding in which communicative context they are involved.

The present study shows how students, eleven years old, solve problems in mathematics when they work together in groups. The main question raised is about the difficulties students experience in finding the relationship between mathematics and everyday discourse and vice versa. Two empirical studies about students' problemsolving in mathematics divided into three different articles are presented in this study. One is about how students discuss, while they are trying to solve what the area of the triangle is. The other study is about how different solutions in problemsolving have various meanings. The main finding ofthis work concems communication. Depending on the social contexts, different kinds oflanguages are developed in. When children are in their everyday contexts, they use one kind oflanguage, that is they use everyday concepts. In school, children have to leam the language ofmathematics. Leaming mathematics is about getting students to use the language of mathematics to mediate events and phenomens in the world around. One can describe learning as assimilating communicative and technical tools. Which are used as mediating tools in social practices. Another main finding of this study is to show how a teacher can get students attentive to how to change between different types of discourse and how to use special conc~pts for a special context. The most important aspect is that a teacher has pedagogical conversations with students on how to move between different communicative contexts. Often, students have difficulties in understanding in which communicative context they are involved.

The aim of the study was to describe and analyse leaming processes in a group of preschool students. My questions was; what do preschool students think about preschool teachers' attitude regarding meals? Do their attitudes and descriptions change during the time of education and if so, which are the contributory causes to this change? The investigation has a qualitative approach where ten students were interviewed on two different occasions with two years in between. The starting point for the interviews were nine cri tical incidents. In the analysis I found several different attitudes, which were brought together to six general attitudes witch I narned; "the Regulator", "the Considerator", "the Planner", "the Cooperator", "the Adaptor" and "the Persuader". The Considerator, the Planner, the Cooperator and the Adaptor all want to, in their own way, tum the meals into positive and joyful moments for all participants. These attitudes describe an active preschool teacher who plans and organises the meals based on the childs needs and abilities. The Regulator's and the Persuader's attitudes were based upon the will to reform the childs behaviour, which was seen upon as negative or less acceptable. The result shows that the attitudes somewhat differ between the two years, for exarnple does the Persuader deminishes while the Planner grows in nurnber. My analysis shows that there are several contributory causes to the students' change of attitude. These are; work experience, theoretical experience, literature studies, broadened understanding, possibilities to discussion, as well as the collaboration between theory and practice. When discussing the result, theories about competence and knowledge, especially the competence and knowledge of the preschool teacher, are considered. The learning process and effects from education, again especially focused on the education of preschool teachers, are also discussed. One conclusion is thai:" the learning process can either be facili, Licentiatavhandling

The aim of the study was to describe and analyse leaming processes in a group of preschool students. My questions was; what do preschool students think about preschool teachers' attitude regarding meals? Do their attitudes and descriptions change during the time of education and if so, which are the contributory causes to this change? The investigation has a qualitative approach where ten students were interviewed on two different occasions with two years in between. The starting point for the interviews were nine cri tical incidents. In the analysis I found several different attitudes, which were brought together to six general attitudes witch I narned; "the Regulator", "the Considerator", "the Planner", "the Cooperator", "the Adaptor" and "the Persuader". The Considerator, the Planner, the Cooperator and the Adaptor all want to, in their own way, tum the meals into positive and joyful moments for all participants. These attitudes describe an active preschool teacher who plans and organises the meals based on the childs needs and abilities. The Regulator's and the Persuader's attitudes were based upon the will to reform the childs behaviour, which was seen upon as negative or less acceptable. The result shows that the attitudes somewhat differ between the two years, for exarnple does the Persuader deminishes while the Planner grows in nurnber. My analysis shows that there are several contributory causes to the students' change of attitude. These are; work experience, theoretical experience, literature studies, broadened understanding, possibilities to discussion, as well as the collaboration between theory and practice. When discussing the result, theories about competence and knowledge, especially the competence and knowledge of the preschool teacher, are considered. The learning process and effects from education, again especially focused on the education of preschool teachers, are also discussed. One conclusion is thai:" the learning process can either be facili, Licentiatavhandling

The present study shows how students, eleven years old, solve problems in mathematics when they work together in groups. The main question raised is about the difficulties students experience in finding the relationship between mathematics and everyday discourse and vice versa. Two empirical studies about students' problemsolving in mathematics divided into three different articles are presented in this study. One is about how students discuss, while they are trying to solve what the area of the triangle is. The other study is about how different solutions in problemsolving have various meanings. The main finding ofthis work concems communication. Depending on the social contexts, different kinds oflanguages are developed in. When children are in their everyday contexts, they use one kind oflanguage, that is they use everyday concepts. In school, children have to leam the language ofmathematics. Leaming mathematics is about getting students to use the language of mathematics to mediate events and phenomens in the world around. One can describe learning as assimilating communicative and technical tools. Which are used as mediating tools in social practices. Another main finding of this study is to show how a teacher can get students attentive to how to change between different types of discourse and how to use special conc~pts for a special context. The most important aspect is that a teacher has pedagogical conversations with students on how to move between different communicative contexts. Often, students have difficulties in understanding in which communicative context they are involved.

The present study shows how students, eleven years old, solve problems in mathematics when they work together in groups. The main question raised is about the difficulties students experience in finding the relationship between mathematics and everyday discourse and vice versa. Two empirical studies about students' problemsolving in mathematics divided into three different articles are presented in this study. One is about how students discuss, while they are trying to solve what the area of the triangle is. The other study is about how different solutions in problemsolving have various meanings. The main finding ofthis work concems communication. Depending on the social contexts, different kinds oflanguages are developed in. When children are in their everyday contexts, they use one kind oflanguage, that is they use everyday concepts. In school, children have to leam the language ofmathematics. Leaming mathematics is about getting students to use the language of mathematics to mediate events and phenomens in the world around. One can describe learning as assimilating communicative and technical tools. Which are used as mediating tools in social practices. Another main finding of this study is to show how a teacher can get students attentive to how to change between different types of discourse and how to use special conc~pts for a special context. The most important aspect is that a teacher has pedagogical conversations with students on how to move between different communicative contexts. Often, students have difficulties in understanding in which communicative context they are involved.

The aim of the study was to describe and analyse leaming processes in a group of preschool students. My questions was; what do preschool students think about preschool teachers' attitude regarding meals? Do their attitudes and descriptions change during the time of education and if so, which are the contributory causes to this change? The investigation has a qualitative approach where ten students were interviewed on two different occasions with two years in between. The starting point for the interviews were nine cri tical incidents. In the analysis I found several different attitudes, which were brought together to six general attitudes witch I narned; "the Regulator", "the Considerator", "the Planner", "the Cooperator", "the Adaptor" and "the Persuader". The Considerator, the Planner, the Cooperator and the Adaptor all want to, in their own way, tum the meals into positive and joyful moments for all participants. These attitudes describe an active preschool teacher who plans and organises the meals based on the childs needs and abilities. The Regulator's and the Persuader's attitudes were based upon the will to reform the childs behaviour, which was seen upon as negative or less acceptable. The result shows that the attitudes somewhat differ between the two years, for exarnple does the Persuader deminishes while the Planner grows in nurnber. My analysis shows that there are several contributory causes to the students' change of attitude. These are; work experience, theoretical experience, literature studies, broadened understanding, possibilities to discussion, as well as the collaboration between theory and practice. When discussing the result, theories about competence and knowledge, especially the competence and knowledge of the preschool teacher, are considered. The learning process and effects from education, again especially focused on the education of preschool teachers, are also discussed. One conclusion is thai:" the learning process can either be facili, Licentiatavhandling