Relevant bibliographies by topics / Analysis of textbooks and workbooks

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Analysis of textbooks and workbooks'

Author: Grafiati
Published: 4 June 2021
Last updated: 6 February 2022

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Journal articles on the topic "Analysis of textbooks and workbooks"

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Çetin Köroğlu, Zeynep, and Mehmet Elban. "National and Global Identity Perspectives of Textbooks: Towards a Sense of Global Identity." Advances in Language and Literary Studies 11, no. 5 (October 31, 2020): 55. http://dx.doi.org/10.7575/aiac.alls.v.11n.5p.55.

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Textbooks can change, shape, and affect the formation of identity of those who learn the target language rather than teaching the language. In this study, the textbooks determined by the Ministry of National Education and used for English lessons in public high schools were analyzed with the content analysis method in terms of national identity and global identity elements. The study included textbooks and workbooks used in state high schools’ all grades. The data show that the books used as a textbook in public high schools, except 10th grade contain global identity elements more than national identity elements. Another important finding is that the 10th grade English textbook includes elements of national identity more than global identity elements. The results of the current study show that the textbooks prepare language learners for a global identity but also help them create a national identity in state high school, Turkey.
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Ulu, Hacer. "Creative writing exercises study in 1-8th grade Turkish textbooks." African Educational Research Journal 9, no. 2 (April 21, 2021): 339–49. http://dx.doi.org/10.30918/aerj.92.21.054.

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Improving students` writing ability enables self-expression development as well as high-order thinking skills such as creative thinking. Alongside the active teaching in the classroom, the suitability of textbooks for creative writing contributes to the development of students’ writing skills. In this regard, the purpose of this study is to examine the distribution of creative writing exercises in Turkish primary school textbooks in terms of grade level, theme, instruction, and text type. The data of this study conducted on the strength of the qualitative approach, was based on the document analysis. The data sources were derived from 1-8th grade Turkish textbooks and workbooks belonging to various publishers approved by the Ministry of National Education (MEB) between the academic years 2019-2020 and 2020-2021. In the scope of the research, Turkish textbooks and workbooks, which are affiliated with the MEB and private publishers, were analyzed. The content analysis method was used in evaluating the data. According to the results obtained from the research, it was identified as there is no balanced distribution in terms of grade level, theme, instruction, and text type. Some suggestions were made in accordance with the research findings.
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Pang, JeongSuk, Sunmi Cho, and JeongWon Kim. "An Analysis of Variable Concept in the Elementary Mathematics Textbooks and Workbooks." Mathematical Education 56, no. 1 (February 28, 2017): 81–100. http://dx.doi.org/10.7468/mathedu.2017.56.1.81.

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Wulandari, Tri Candra, and Sri Rahayu. "Penerapan Workbook Matematika Berbasis Kontekstual." JIPM (Jurnal Ilmiah Pendidikan Matematika) 6, no. 1 (September 1, 2017): 25. http://dx.doi.org/10.25273/jipm.v6i1.1051.

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Mathematics in primary schools still rely on textbooks and workbooks students were also issued by the government. In general, it seems simpler both from the teachers and students, because students only carry one book that contains a variety of subjects. Weak concept is very pronounced in mathematics. In integrated math into the thematic lessons, however, mathematics remains one of the subjects tested on a final school examinations. Teachers are preparing for the final exam had to work hard to repeat concepts ranging from grade 1 to grade 5. Therefore, it is necessary for teachers of proven strategies so that the material presented can be accepted students well. This research purposed to describe the application of contextual learning using math workbook. This study uses qualitative research with 30 research subjects third grade elementary school students in SDN Gandang I Malang. Data collection technique used documentation techniques and tests. Data analysis technique used qualitative descriptive analysis. After implementing the learning using the workbook, the average repeat is 86.96, the lowest score and the highest score each are 70 and 100. Based on the results obtained, contextual workbook that directly relate to the theme 7 that the energy source can be applied to the study of mathematics the third class at SDN Gadang I Malang.
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김부미. "An Analysis of Functions in Mathematics Textbooks and Workbooks from the 2007 Revised National Curriculum for Mathematics." Journal of Research in Curriculum Instruction 13, no. 4 (December 2009): 909–35. http://dx.doi.org/10.24231/rici.2009.13.4.909.

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Voutsina, Chronoula. "Context Variation and Syntax Nuances of the Equal Sign in Elementary School Mathematics." Canadian Journal of Science, Mathematics and Technology Education 19, no. 4 (November 6, 2019): 415–29. http://dx.doi.org/10.1007/s42330-019-00067-5.

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Abstract Existing research suggests that young children can develop a partial understanding of the equal sign as an operator rather than as a relational symbol of equivalence. This partial understanding can be the result of overemphasis on canonical equation syntaxes of the type a + b = c in elementary school mathematics. This paper presents an examination of context and syntax nuances of relevant sections from the grade 1 Greek series of textbooks and workbooks. Using a conceptual framework of context variation, the analysis shows qualitative differences between equations of similar syntax and provides a nuanced determination of contextual and structural aspects of ‘variation’ in how the equal sign is presented in elementary mathematics. The paper proposes that since equations have context-specific meanings, context variations should constitute a separate element of analysis when investigating how the equal sign is presented. The implication for practice and future research is that nuanced considerations of equation syntax within varied contexts are needed for elaborating analyses of the equal sign presentation that move beyond dichotomized categorizations of canonical/non-canonical syntaxes.
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Larionova, L. G. "Topical Issues of Methodology in Teaching Spelling on the Pages of the Russian Language at School Journal (1979–2019)." Russian language at school 81, no. 1 (January 22, 2020): 36–44. http://dx.doi.org/10.30515/0131-6141-2020-81-1-36-44.

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This article reviews works devoted to the methodology of teaching orthography (spelling) published in the Russian Language at School journal from 1979 to 2019. The reviewed works cover the following aspects: theoretical (linguistic, didactic, psychological and psycholinguistic) foundations of teaching orthography in secondary school; study techniques and methods for explaining spelling rules; essential characteristics of the various methodological systems for a phased process in studying complex spelling rules; types of developmental spelling exercises; lesson plan description, repetition of spelling topics and systematization of the lessons studied at different levels of secondary education from grades 5 to 11 in accordance with changing requirements of Federal State Educational Standards and respective textbooks for teaching Russian as a native language. The article focuses on the aspect of spelling training and preparing students for mandatory written exams in the Russian (native) language in grades 9 and 11, including the final essay in grade 11. In addition, the article provides a general overview of reviews of textbooks and spelling exercise workbooks for pedagogues and pupils published by methodologists. The research methodology was based on the theoretical analysis of scientific knowledge (problematic, comparative, aspective, recapitulative) and practice-based experience of pedagogues. It is concluded that the reviewed publications (in the indicated period) are relevant for modern readers.
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Maksimovic, Dragica. "Upotreba stripa u nastavnom materijalu nemačkog jezika za osnovnu školu." Zbornik radova, no. 21 (December 2019): 183–92. http://dx.doi.org/10.46793/zbradova21.183m.

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Parallel with the invention of new media and devices, the problem of achieving and sustaining attention in the classrooms and during individual work of students, increases. Using comics is one approach to address this problem. In this paper the analysis of comics usage in learning materials for German language classes for fifth – eight grade of elementary school is given. The purpose of this paper is to investigate the usage of comics in presentation and practising. Forty textbooks and workbooks from different authors and publishers have been analysed. The appearance of comics with a single picture and with several pictures has been counted. It was established that the authors recognized the possibility of using comics in German language teaching. Single picture comics have been used more often than comics with multiple pictures. It was also noticed that the authors recognized the usefulness of comics in practice tasks.
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Aldahmash, Abdulwali H., Nasser S. Mansour, Saeed M. Alshamrani, and Saeed Almohi. "An Analysis of Activities in Saudi Arabian Middle School Science Textbooks and Workbooks for the Inclusion of Essential Features of Inquiry." Research in Science Education 46, no. 6 (January 16, 2016): 879–900. http://dx.doi.org/10.1007/s11165-015-9485-7.

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Sugiono, Sugiono. "Social Justice Across The English Curriculum In Indonesian Secondary Schools." International Journal of English Education and Linguistics (IJoEEL) 2, no. 1 (July 1, 2020): 28–35. http://dx.doi.org/10.33650/ijoeel.v2i1.1260.

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Social justice across curriculum is believed to entail changes in society, and thus the integration of social justice into curriculum comes to be crucial. Socially just curriculum deals with the principles of inclusive practices at schools, access to important knowledge and skills to all students, and the empowerment of students to act for socially just change. The purpose of this study was to investigate the extent to which the English curriculum in Indonesian secondary schools, year 10, is socially just. This study focused on documentary research, analysing the collected documents – the curriculum framework and school-based curriculum development – from the lens of socially just curriculum indicators. These indicators were constructed based on the state ideology, Pancasila (Five Principles) and prominent scholars’ viewpoints of social justice covered in relevant literature. The results showed that most of all, those documents reflected the indicators for socially just curriculum. Nevertheless, to make a judgment as to whether the English curriculum is socially just is not a simple matter, since further research, which promotes talks with teachers and students, observation of classroom activities, analysis of methods of assessment, student textbooks, workbooks, and other resources, would be necessary to be done.
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Dissertations / Theses on the topic "Analysis of textbooks and workbooks"

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Drake, Douglass M., and Chad A. Riden. "Modeling toolkit and workbook for defense analysis students." Thesis, Monterey, California. Naval Postgraduate School, 2006. http://hdl.handle.net/10945/2594.

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Approved for public release; distribution is unlimited
The purpose of this thesis is to provide a workbook to accompany the current textbook, A First Course in Mathematical Modeling. The workbook will offer basic reviews of each lesson followed by detailed examples of how to work each model. Topics covered include difference equations, systems of difference equations, Lanchester equations, graphical analysis, proportionality, geometric similarity, model fitting, Monte Carlo simulation, and probabilistic and deterministic behaviors. The thesis will also provide a modeling toolkit for the DA student upon graduation. The toolkit will present graduates simple instructions and multiple modeling templates they can take with them upon graduation and use to solve real-world modeling problems in the field. Templates in the toolkit cover decision theory, discrete dynamic systems, expected value, Lanchester models, and two-person games.
Outstanding Thesis
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Skött, Madeleine. "Interactive activities in EFL workbooks : A content analysis of interactive activities in Swedish EFL workbooks for primary pupils." Thesis, Högskolan Dalarna, Institutionen för lärarutbildning, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:du-36513.

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English is a global language that surrounds us almost wherever in the world we are. The school has an important role when it comes to introducing the language to young learners. Using teaching materials such as workbooks has been a common teaching method for a long time. This thesis examines three popular workbooks from different Swedish publishers, Learn English, Magic! and Happy. Through a content analysis, verbal interaction activities within these workbooks were examined based on Becker and Roos’s (2016) model of creative speaking. Additionally, interviews were conducted as a way to give insight to how these workbooks can be used in the classroom. This study shows that pupils are provided with support and guidance in most of the interactive activities within these workbooks. However, activity types as well as in what manner the pupils were requested to interact differed when the workbooks were compared to each other. The activity types that occurred were reading dialogues, sharing information and expressing opinions in English. The teachers reported to work with the activities in full class or pairs.

Engelska

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Borg, Farhana. "Integration of immigrants and cultural diversity : An analysis of one textbook and its workbook for upper secondary English A published in Sweden in 2004." Thesis, Högskolan Dalarna, Pedagogiskt arbete, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:du-30035.

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The objective of this thesis was to describe how a contemporary textbook and its workbook forSwedish upper secondary English A course reflects integration of immigrants and fundamentalvalues for a society based on cultural diversity. A textual analysis of the texts in the textbook,questions and activities in the workbook, and a visual analysis of the images of the textbook werecarried out using quantitative and qualitative methods. The result of the study indicates that thethemes, texts, personalities, writers and images of the textbook appear to be selected consciouslyto avoid portraying stereotype messages and views of “them”, who are different. Although thereare a couple of stereotype messages, the textbook offers teachers and pupils of English A coursea wide range of texts and images, including activities in the workbook, which can be used to meetthe goals in LPF 94 regarding integration of immigrants and fundamental norms and values for asociety based on cultural diversity.
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Ghairat, Mohamad Sabir. "ANALYSIS OF TEXTBOOKS IN AFGHANISTAN : Analysis of science textbooks from a Socio-Scientific Issue (SSI) perspective." Thesis, Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-32133.

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A Socio-scientific issue (SSI) is a controversial issue that engages with both science and society. SSIs are very useful tools in school education since they can improve students’ scientific knowledge and literacy, as well as promote critical thinking. In Afghanistan the curriculum is heavily textbook-driven. Accordingly, the aim of this study is to investigate if and which kind of SSIs, that are used in Afghan science textbooks. Since these textbooks are newly revised it is important to investigate whether the textbooks are in line with recent findings of science education research. A mixed-method approach including both qualitative and quantitative research methods was used. All available 22 science textbooks in all science subjects (i.e. biology, physics, chemistry, geology and health and environmental science) of grade 4-12 were collected for the analysis. First the presence of SSI topics, and thereafter analysis of SSI topics by using the SEE-SEP model as a framework, was carried out. Second the frequency of using an SSI perspective in the textbooks, the distribution of SSI between subjects, topics, grades and school levels was established. Also the inclusion of global respectively local perspectives on SSI issues was analyzed. The result showed that Afghan science textbooks seldom include a SSI perspective since it was found in only 6 % of the textbook chapters. Most of these SSI topics were included in the textbooks of the school subjects’ of biology and health and environmental science, but rarely present in chemistry and physics. Regarding school level the majority of SSI topics were found in upper secondary textbooks, but the proportion of chapters including SSIs were higher in upper primary textbooks. An even distribution between local and global perspectives was found. Concerning the nature of the SSI-topics they referred mostly to issues within science (35%), environment (27%) and ethics (20 %), but reference was made only in few occasions to economy, sociology and policy. Implications for research and education are discussed. As relaying of different subjects areas in afghan science education regarding SSI, found SSI topics in different school grades, levels and various subjects discussed. In the end of this study, besides conclusion I recommend other important aspects of textbooks to be considered in future studies, as maybe there are other features of textbooks which make interesting of further studies. As well as, there are many other science textbooks in different educational level (science textbooks of TTC and university) which are not explored in this research and needed to be analyzed.
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Kavaz, Sevim. "Analysis Of High School Physics Textbooks." Master's thesis, METU, 2006. http://etd.lib.metu.edu.tr/upload/2/12607693/index.pdf.

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The purpose of this study is (1) to investigate the characteristics of ideal physics textbooks, (2) to investigate the students, teachers, textbook writers, book committee members and science education instructors&rsquo
opinions whether the 9th grade physics textbooks, used in TRNC (Turkish Republic of Northern Cyprus), possess the characteristics of an ideal physics textbook, and (3) to investigate how physics textbooks should be used and how they are being used. In this study, &ldquo
Physics Textbooks Evaluation Questionnaires&rdquo
, which were prepared for physics teachers, 9th grade students, National Ministry of Education book committee members, science education instructors and physics textbook writers separately, were used as measuring instruments. The study was conducted with 591 students, 18 physics teachers, 4 book committee members, 3 science education instructors in Magosa and LefkoSa cities in TRNC, and 4 physics textbook writers in 2005-2006 spring semester. The data were analyzed by using frequency analysis. Results revealed that most of the opinions of the participants matched with the literature review in terms of ideal physics textbooks characteristics. In addition, according to most of the textbook writers and book committee members, textbooks, that were analyzed, possessed most of the characteristics of ideal physics textbooks in the nine determined categories. However, according to most of the teachers&rsquo
and students&rsquo
opinions, analyzed physics textbooks possessed most of the ideal physics textbook characteristics in all categories except instructional approach category. Students&rsquo
views on usage of physics textbooks indicated that most of the teachers and students&rsquo
levels of using physics textbooks were almost similar. In addition, all groups of the participants stated that it is necessary to support textbooks with other sources.
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Hayibor, Bernice Anne. "Analysis of gender bias in home economics textbooks." Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/29774.

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Three Canadian home economics textbooks currently used in teaching human relationships were examined to explore the ways in which they are or are not contributing to gender equity. The research posed three questions: To whom is the textbook addressed? What are the characteristics of learners assumed by the textbook? and In what way does the textbook deal with gender bias? In each textbook the preface, index, table of contents, photographs, highlighted sections, and content were examined in detail. The texts were compared to determine commonalities. The methodology was adapted from earlier textbook analyses of sex equity which were based on the study of intentions outlined in the preface, photographs, and language. Recent feminist work suggests that studies of bias must consider not only the biological concept of sex but also the social construction of gender which relates to those characteristics, activities, and roles traditionally associated with one sex. The feminist concepts of gender sensitivity and gender balance were used in this textbook analysis. The textbooks were found to contribute to gender equity in five Ways. The first approach, including males, is not adequate because it involves the risk of males and a male perspective becoming dominant. The second approach, using inclusive language, is also inadequate because it involves the risk of masking the differences existing between females and males and the problems arising from gender. Exposing differences and addressing social issues relating to gender are two approaches which may hold promise in contributing to gender equity but in the texts examined were inadequate because the issues were presented as neutral or unproblematic. Encouraging critical thinking was the final approach used in only one textbook and its contribution to gender equity was minimal because critical thinking was applied inconsistently and rarely applied specifically to problems of gender. Gender sensitivity and gender balance require the appropriate use of inclusive and sex specific language, the balanced inclusion of females and males, and detailed, sensitive, and critical discussion of issues related to gender. The findings of this study raise concerns about the analysis of textbooks. Home economics textbooks have the unique challenge of including males without allowing males and a male perspective to become dominant. Overcoming the problems of gender requires sensitivity in exposing gender differences. Neutralizing knowledge and presenting knowledge as factual rather than problematic masks differences and problems arising from them. The findings of this research suggest analysis of textbooks for gender bias should not be restricted to surface features such as explicit intentions stated in prefaces, photographs, and language. Elimination of gender bias requires substantive changes in textbook content.
Education, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate
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Abbas-Nejad-Konjin, Anahita. "A gender analysis of Iranian middle school textbooks." Thesis, University of British Columbia, 2012. http://hdl.handle.net/2429/43597.

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This study examines gender inequity in three Iranian middle school textbooks, and explores the efforts that Iranian women make to adopt, negotiate and resist the sexist indoctrinations of the textbooks. This thesis consists of two phases. The first phase contains a content analysis of the grade 6 Farsi Language Arts, grade 7 English as a Foreign Language, and grade 8 Natural Sciences textbooks taught in the academic year 2011-2012 in Iran. The second phase of the thesis analyzes the oral history interviews conducted with three female engineers regarding their K-12 and university education in Iran. The findings of the content analysis reveal that sexist indications permeate Iranian textbooks. Compared to men, women have a pale presence in the books. Women and girls are depicted, for the most part, in the domestic sphere, and their role as mothers and nurturers are stressed in stories, poems, and illustrations. An analysis of the women’s interviews and archival documents; however, indicate that despite the sexist instructions of the textbooks, Iranian women are endeavouring to destabilise the cultural and political structures that curtail their rights. Today Iranian women are actively present in the public sphere; some of them are stepping into territories that have been long regarded as male-only grounds. By so doing, these women are gradually dismantling patriarchal systems of power.
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Larsson, Salome. "Vocabulary Profiles of English Language Learning Textbooks : A lexical analysis of textbooks used in EFL classrooms." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-64840.

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This independent degree project investigates the vocabulary profiles in English language learning textbooks used in Sweden, and whether the vocabulary profiles follow the expected levels according to the CEFR and The Swedish National Agency for Education. This was done by a corpus-driven method, as well as a lexical analysis using search tools such as the English Vocabulary Profile, Text Inspector, and Compleat Lexical Tutor. The corpus contained texts from six different textbooks used in year 6, year 9, and in the English 7 course, as well as a number of news articles from The Guardian. The news articles served the purpose of comparing the vocabulary levels in the textbooks for English 7 with the vocabulary levels in advanced written English, which is a requirement for students to be able to understand in order to reach the grade E in English 7. The lexical analysis focused on lexical diversity, word families, word frequency, and the CEFR levels. The results showed that the vocabulary levels in the textbooks were appropriate, but that they might not provide enough challenge for students aiming for the higher grades. Results also showed that the vocabulary levels advanced in relation with the school years. The analysis revealed that between 90 and 97 percent of the vocabulary in the texts were categorized as within the CEFR levels that were expected of each of the school years. Pedagogical implictions drawn from this investigation are that teachers should teach about word families and that they can benefit from using the EVP when providing educational material in addition to textbooks.
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Brehmer, Daniel. "Problem solving in mathematics textbooks." Licentiate thesis, Mälardalens högskola, Utbildningsvetenskap och Matematik, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-27739.

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The aim of this study is to analyse how mathematical problem solving (MPS) is represented in mathematical textbooks for Swedish upper secondary school. The analysis comprises dominating Swedish textbook series, and relates to uncovering a) the quantity of tasks that are actually mathematical problems (MPs), b) their location in the chapter, c) their difficulty level, and d) their context. Based on an analysis of 5,722 tasks from the area of calculus, it is concluded that the textbooks themselves contain very few tasks that can be defined as MPs, and that those that are MPs are found at the end of a chapter at the most difficult level, and are presented in a pure mathematical context. Implications are discussed.
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Salm, Adriane Marie. "A discourse analysis of advertisements in business english textbooks /." Florianópolis, SC, 1999. http://repositorio.ufsc.br/xmlui/handle/123456789/81108.

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Dissertação (Mestrado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão.
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Books on the topic "Analysis of textbooks and workbooks"

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Laitz, Steven G. The complete musician: An integrated approach to tonal theory, analysis, and listening : Student workbook. 2nd ed. New York: Oxford University Press, 2008.

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Laitz, Steven G. Skills and musicianship workbook to accompany The complete musician: An integrated approach to tonal theory, analysis, and listening. 3rd ed. New York: Oxford University Press, 2012.

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The complete musician student workbook: An integrated approach to tonal theory, analysis, and listening. New York: Oxford University Press, 2003.

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J, Booth Dexter, ed. Vector analysis. New York: Industrial Press, 2005.

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Eaves, Edgar D. Introductory mathematical analysis. 6th ed. Boston: Allyn and Bacon, 1985.

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Khine, Myint Swe, ed. Critical Analysis of Science Textbooks. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-4168-3.

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Whitten, Kenneth W. General chemistry: With qualitative analysis. 4th ed. Fort Worth: Saunders College Publishing, 1992.

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Holtzclaw, Henry Fuller. College chemistry: With qualitative analysis. 8th ed. Lexington, Mass: D.C. Heath, 1988.

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Sprinthall, Richard C. Basic statistical analysis. 4th ed. Boston: Allyn and Bacon, 1994.

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Basic statistical analysis. 2nd ed. Englewood Cliffs, N.J: Prentice-Hall, 1987.

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Book chapters on the topic "Analysis of textbooks and workbooks"

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Wang, Xiaochang. "Elements of Functional Analysis." In Compact Textbooks in Mathematics, 147–74. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-98956-3_5.

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Cutler, Josh, and Matt Dickenson. "Getting Started with Python." In Textbooks on Political Analysis, 3–19. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-36826-5_1.

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Cutler, Josh, and Matt Dickenson. "Introduction to Machine Learning with Python." In Textbooks on Political Analysis, 129–42. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-36826-5_10.

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Cutler, Josh, and Matt Dickenson. "Linear Programming." In Textbooks on Political Analysis, 143–49. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-36826-5_11.

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Cutler, Josh, and Matt Dickenson. "Practical Programming." In Textbooks on Political Analysis, 151–63. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-36826-5_12.

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Cutler, Josh, and Matt Dickenson. "Case Study: Image Processing." In Textbooks on Political Analysis, 165–89. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-36826-5_13.

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Cutler, Josh, and Matt Dickenson. "Case Study: Natural Language Processing." In Textbooks on Political Analysis, 191–204. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-36826-5_14.

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Cutler, Josh, and Matt Dickenson. "Conclusion." In Textbooks on Political Analysis, 205–7. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-36826-5_15.

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Cutler, Josh, and Matt Dickenson. "Building Software." In Textbooks on Political Analysis, 21–32. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-36826-5_2.

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Cutler, Josh, and Matt Dickenson. "Object-Oriented Programming." In Textbooks on Political Analysis, 33–48. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-36826-5_3.

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Conference papers on the topic "Analysis of textbooks and workbooks"

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Tezak, Durdica. "Digital Textbooks with Workbooks for Elementary and Secondary Education." In 2003 Informing Science + IT Education Conference. Informing Science Institute, 2003. http://dx.doi.org/10.28945/2727.

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An interactive model of a digital textbook supplemented with a workbook has been designed. It represents the basis for the textbook on the CD-ROM related to the printed one. The digital textbook contains inner links, as well as outer links - access to the Internet resources. It is comes with worksheets for teaching, learning, self-learning and the knowledge testing. The contents of the worksheets includes at least with two main parts: (i) an education quiz which is intended for learning and self-learning, (ii) a knowledge quiz that verifies the acquired knowledge. The model can be filled in with teaching contents in all areas of science, humanities as well as in arts. In addition, each lecture in the textbook is provided with a comprehensive glossary and the literature references.
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Chuklova, Elena, and Olesya Repeteva. "Electronic Workbooks: A Comparative Analysis of Problems and Leading Prospects." In 6th International Conference on Social, economic, and academic leadership (ICSEAL-6-2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200526.063.

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Škuta, Petr. "Analysis of interactive iPad textbooks." In INTERNATIONAL CONFERENCE OF COMPUTATIONAL METHODS IN SCIENCES AND ENGINEERING 2018 (ICCMSE 2018). Author(s), 2018. http://dx.doi.org/10.1063/1.5079084.

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Xu, Yiqun. "Contrastive analysis of lexical chunks in computer English textbooks and College English textbooks." In 2016 5th International Conference on Social Science, Education and Humanities Research. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/ssehr-16.2016.127.

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Burda, Mykhailo. "Comparative analysis of texts in mathematics textbooks." In Comparative and International Education – 2021: Education Innovations in the context of European Integration and Globalisation. Krok, 2021. http://dx.doi.org/10.32405/978-966-97763-9-6-2021-254-255.

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Rachmawati, Umi. "Scientific Approach-Based Textbooks Evaluation: A Content Analysis of English Textbooks on Reflective Teaching in Indonesia." In 1st Borobudur International Symposium on Humanities, Economics and Social Sciences (BIS-HESS 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200529.137.

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Mahmood, Tariq. "An Analysis Of Gender Representation In Pakistani Textbooks." In AIMC 2017 - Asia International Multidisciplinary Conference. Cognitive-Crcs, 2018. http://dx.doi.org/10.15405/epsbs.2018.05.75.

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Tatsumi, Itaru, Hitoshi Habe, and Masatsugu Kidode. "Context-oriented Layout Optimization of Large-Print Textbooks." In 2009 10th International Conference on Document Analysis and Recognition. IEEE, 2009. http://dx.doi.org/10.1109/icdar.2009.235.

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Jing Wang and Qionghui Wang. "Scientific analysis on the comparison of several physics textbooks." In 2011 Second International Conference on Mechanic Automation and Control Engineering (MACE). IEEE, 2011. http://dx.doi.org/10.1109/mace.2011.5987009.

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Means, H. Willis. "A content analysis of ten introduction to programming textbooks." In the nineteenth SIGCSE technical symposium. New York, New York, USA: ACM Press, 1988. http://dx.doi.org/10.1145/52964.53035.

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Reports on the topic "Analysis of textbooks and workbooks"

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Wittke, Helen. An analysis of geographical concepts and characteristics of maps in selected textbooks. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.695.

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Reddy-Best, Kelly L., Eunji Choi, and Hangael Park. When and How Are Men Represented in Fashion Illustration Textbooks? A Critical Analysis of Race and the Body. Ames: Iowa State University, Digital Repository, 2017. http://dx.doi.org/10.31274/itaa_proceedings-180814-1843.

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Yoo, Soyung. Hypothetical Would-Clauses in Korean EFL Textbooks: An Analysis Based on a Corpus Study and Focus on Form Approach. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.911.

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Reddy-Best, Kelly L., and Laura Kane. A Feminist Visual Content Analysis of College-Level Textile and Apparel Textbooks 1970s-2010: Intersections of Gender, Race, and Size. Ames: Iowa State University, Digital Repository, November 2015. http://dx.doi.org/10.31274/itaa_proceedings-180814-141.

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Lu, Vivian. The Socio-cultural Content Analysis of English as a Foreign Language Textbooks Used in Junior High School in Taiwan, Republic of China. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.7047.

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Frantseva, Anastasiya. The video lectures course "Elements of Mathematical Logic" for students enrolled in the Pedagogical education direction, profile Primary education. Frantseva Anastasiya Sergeevna, April 2021. http://dx.doi.org/10.12731/frantseva.0411.14042021.

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The video lectures course is intended for full-time and part-time students enrolled in "Pedagogical education" direction, profile "Primary education" or "Primary education - Additional education". The course consists of four lectures on the section "Elements of Mathematical Logic" of the discipline "Theoretical Foundations of the Elementary Course in Mathematics" on the profile "Primary Education". The main lecture materials source is a textbook on mathematics for students of higher pedagogical educational institutions Stoilova L.P. (M.: Academy, 2014.464 p.). The content of the considered mathematics section is adapted to the professional needs of future primary school teachers. It is accompanied by examples of practice exercises from elementary school mathematics textbooks. The course assumes students productive learning activities, which they should carry out during the viewing. The logic’s studying contributes to the formation of the specified profile students of such professional skills as "the ability to carry out pedagogical activities for the implementation of primary general education programs", "the ability to develop methodological support for programs of primary general education." In addition, this section contributes to the formation of such universal and general professional skills as "the ability to perform searching, critical analysis and synthesis of information, to apply a systematic approach to solving the assigned tasks", "the ability to participate in the development of basic and additional educational programs, to design their individual components". The video lectures course was recorded at Irkutsk State University.
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