Research indicates that a more hands-on education in mathematics could improve how students relate to mathematics. Laboratory mathematics is a way of making mathematics more concrete.  How is the purpose of laboratory mathematics perceived? This thesis has its focus on the pupils’ perceptions of the purpose of laboratory mathematics, but the intention of the teacher involved is also investigated. The main research questions asked were:

• What is the teacher's definition of laboratory mathematics?
• Which is the teacher's purpose in using laboratory education?
• How do the students perceive the purpose of the laboratory teaching of mathematics?

To answer the questions, I conducted a series of qualitative interviews. Data has been collected in a 3^rd grade in Stockholm.  I interviewed a teacher and 17 students.  Results show that the teacher uses laboratory materials to ease the learning of mathematics and to concretize the content of mathematics. By using the phenomenographic method, I got five different preconceptions that students have about the purpose of laboratory education: Laboratory mathematics is for students who have difficulty with mathematics, laboratory mathematics allows more concentration in the classroom, using laboratory materials makes it easier to calculate, laboratory mathematics will help me when I calculate mathematics in every day situations and, finally when I use laboratory mathematics, I work with my hands.

The study reaches the conclusion that teachers need to a highlight better the pedagogic purpose for the pupils to use laboratory mathematics.  Laboratory mathematics is in need of a higher status so that more students want to work with laboratory materials.