Academic literature on the topic 'Textbook functions'
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Journal articles on the topic "Textbook functions"
1
Setiawan, Hari, and Ari Artadi. "Presentation of Progressive and Resultative Functions of te iru Form in the Basic Japanese Textbook “Situational Functional Japanese”." IZUMI 10, no. 1 (2021): 206–13. http://dx.doi.org/10.14710/izumi.10.1.206-213.
Full textAbstract:
Many studies regarding the acquisition of te iru focus on the learner’s language output. There are very few researches that focus on textbooks as the input in language studies. There is a possibility that introducing grammatical items in textbooks tends to lead the learners to misuse te iru. It is necessary to clarify the grammatical items' characteristics in the basic level textbooks as a language input. Especially, in the study abroad, such as in Indonesia, non-textbook sources for Japanese input are limited. Therefore Indonesian Japanese learners mostly depend on textbooks. This research will discuss the introduction of te iru in the basic level textbooks from the input viewpoint. This research examines how te iru is introduced in “Situational Functional Japanese”. The data in this research include the main textbook and the grammatical explanation, from which te iru sentences are collected and classified. In order to identify the general tendency of te iru in textbooks, te ita, te inai and subordinate sentences are also included as data. Each textbook recognizes that five usages are introduced in the explanation of SFJ, but only two usages are written in explaining the usage of te iru. Their usage is resultative and progressive. And, te inai and te ita are also introduced in SFJ. Moreover, if we look at the distribution of the example sentences of te iru in SFJ the example sentences can still be found, some of which show an increase in subsequent chapters.
2
Sametova, F. "On the issue of improving the quality of the school textbook." Pedagogy and Psychology 43, no. 2 (2020): 91–97. http://dx.doi.org/10.51889/2020-2.2077-6861.12.
Full textAbstract:
The article discusses the issues of assessing the quality of a school textbook, reveals the essence of the new system of criteria for determining the quality of domestic textbooks, according to which the textbooks are examined through the assessment of the didactic apparatus of the textbook and the implementation of its functions. The assessment of the quality of the didactic apparatus is determined on the basis of an assessment of the quality of the textbook structure, the content of the textbook, the learning organization apparatus, the perception apparatus, the orientation apparatus, illustrative material, the electronic textbook application, and the compliance of the textbook design with ergonomic and esthetic requirements. The quality assessment of the functions performed by the textbook is determined on the basis of the assessment of the coordinating, systematizing, informative, motivational, developing, transformational, value-orientation and educational functions, self-education and navigation functions, integrating, controlling and correcting functions of the textbook.
3
Wilson, Frank C., Scott Adamson, Trey Cox, and Alan O'Bryan. "Inverse Functions: What Our Teachers Didn't Tell Us." Mathematics Teacher 104, no. 7 (2011): 500–507. http://dx.doi.org/10.5951/mt.104.7.0500.
Full textAbstract:
Our teachers misled us, but we don't blame them. They were only teaching what was in the textbook. And as new teachers—because of our lack of experience and our reliance on the textbook—we continued to teach the procedure we had learned as students. It wasn't until we began writing textbooks ourselves (Wilson 2007; Wilson et al. forthcoming) that we were compelled to confront the inverse function falsehoods in our intellectual past. These contradictions were difficult to detect because they were broadly accepted and perpetuated in widely used textbooks
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Wilson, Frank C., Scott Adamson, Trey Cox, and Alan O'Bryan. "Inverse Functions: What Our Teachers Didn't Tell Us." Mathematics Teacher 104, no. 7 (2011): 500–507. http://dx.doi.org/10.5951/mt.104.7.0500.
Full textAbstract:
Our teachers misled us, but we don't blame them. They were only teaching what was in the textbook. And as new teachers—because of our lack of experience and our reliance on the textbook—we continued to teach the procedure we had learned as students. It wasn't until we began writing textbooks ourselves (Wilson 2007; Wilson et al. forthcoming) that we were compelled to confront the inverse function falsehoods in our intellectual past. These contradictions were difficult to detect because they were broadly accepted and perpetuated in widely used textbooks
5
Виноградова and Natalya Vinogradova. "Electronic Textbook: Pros and Contras." Primary Education 1, no. 6 (2013): 3–9. http://dx.doi.org/10.12737/2080.
Full textAbstract:
The paper deals with argumentation on a
challenging problem of introducing electronic edition of
textbook for the primary school. Different opinions are
presented. Teachers, educational supervisors, pediatric
psychologists and schoolchildren’s parents articulate their
concerns on reasonability of replacing paper textbook with
its electronic version at the primary school, articulate their
different opinions on functions of electronic training
literature in the educational process, on requirements to
electronic textbooks and their compliance with sanitary
norms and regulations as well as on pros and contras of
electronic textbooks usage.
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Rusek, Martin, Karel Vojíř, and Šárka Šubová. "Lower-Secondary School Chemistry Textbooks’ Didactic Equipment." Chemistry-Didactics-Ecology-Metrology 25, no. 1-2 (2020): 69–77. http://dx.doi.org/10.2478/cdem-2020-0004.
Full textAbstract:
Abstract Textbooks’ fundamental influence on teaching is caused not only by their subject matter, but also by their didactic elaboration. Textbooks’ individual functions are fulfilled through incorporated structural elements. Their pool is referred to as the didactic equipment of the textbook and represents qualities of the textbook through the options it gives to its users. The presented overview of lower-secondary chemistry textbooks’ didactic equipment included 7 series of currently available textbooks. Results of the analysis serve not only as a possible guide for chemistry teachers’ textbook selection, but they also provide insight into the current state to authors of textbooks and other didactic materials. Chemistry textbooks for lower-secondary schools achieve relatively high didactic equipment (75-92 %). The best equipped are the series of textbooks published after the current state curriculum introduction (by publishing houses Fraus and Nova Skola). Surprisingly, however, the most recently published textbooks by the Taktik publishing house showed the lowest didactic equipment.
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Granik, G. G. "The Structure of School Textbook as an Object of Academic Research (With a New Type of Russian Language Textbook as an Example)." Психологическая наука и образование 22, no. 4 (2017): 64–74. http://dx.doi.org/10.17759/pse.2017220410.
Full textAbstract:
The paper reviews the problem of the structure and functions of the Russian language textbook in a retrospective aspect.A critical analysis of psychological and didactic research in this field revealed that, despite a significant number of published works, the question of the scientifically grounded structure and functions of the textbook has not been resolved.The structure of textbooks of a new type described in the paper was developed basing on the systematization and generalization of psychodidactic knowledge as well as on the fundamental and individual studies carried out by the authors of these textbooks.The paper outlines the key principles of this Russian language course developed for students of 1st-9th grades.This course is built on a syntactic basis and is designed not as concentric circles, like the existing textbooks, but as an expanding spiral.The paper reviews the structural components of the textbook (theoretical linguistic texts, theoretical psychodidactic texts, fiction texts and educational texts of the tasks) which are aimed at forming the psychological mechanisms of literate oral and written speech in schoolchildren, at developing their text comprehension skills, awakening their emotions through reading.The paper concludes with examples of some structural components of the textbook.
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Kodliuk, Yaroslava, Nadiya Bibik, Ihor Kodliuk, Liubov Kodliuk, and Olha Radchenko. "School textbook as an object of pedagogical research." SHS Web of Conferences 104 (2021): 02009. http://dx.doi.org/10.1051/shsconf/202110402009.
Full textAbstract:
The article deals with investigations of scientists in the field of school textbook theory. The material has been structured taking into account the main components of this field of knowledge: purpose (the dual essence of this type of educational literature has been revealed – it is a carrier of educational content and teaching aids; position of the textbook as a model of integral learning process has been substantiated (systematization, consolidation and control, self-education, integrating, coordinating, developmental-educational), structure (general didactic structure of the school textbook covers the text and non-text components – the apparatus of mastering, illustrative material, orientation apparatus), methods of analysis and evaluation (distinguish traditional and theoretical) – analytical and formalized methods; the structural-functional approach to the textbook analysis has been proved). The peculiarities of textbooks for elementary school have been analyzed: the most complete definition of this phenomenon has been formulated; the leading functions of the textbook addressed to junior students have been defined – informational, developmental, educational, motivational; the features of structural components (taking into account the age of students) have been specified; methods of analysis and evaluation of the textbook have been classified: methods of analysis of the manuscript, methods of evaluation of the textbook itself, diagnostic evaluation ex post facto; a comprehensive approach to the analysis of textbooks for elementary school has been proposed; methods of analysis of certain aspects of the textbook (motivational component, developmental orientation, etc.) have been offered.
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Jonker, Gerdien. "Caught in a Nutshell." Journal of Educational Media, Memory, and Society 3, no. 1 (2011): 61–80. http://dx.doi.org/10.3167/jemms.2011.030105.
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In this article, I explore the dominant narratives about Islam in German history textbooks from the eighteenth century until the present day. I thereby deconstruct a longue durée script with a rather curious pattern. Until the 1980s, textbook narratives about Islam were rooted exclusively in people's historical imagination. Only when the children of Turkish workers entered the classroom did textbook authors try to accommodate knowledge based on real encounters. By addressing the di erent stages of this longue durée script, I enquire into the functions of narratives as they underpinned a German and European "we."
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Johnston, David James, Selinda Adelle Berg, Karen Pillon, and Mita Williams. "Ease of use and usefulness as measures of student experience in a multi-platform e-textbook pilot." Library Hi Tech 33, no. 1 (2015): 65–82. http://dx.doi.org/10.1108/lht-11-2014-0107.
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Purpose – The purpose of this paper is to contribute to the understanding of how students accept and use e-textbooks in higher education by assessing their experiences with e-textbooks from Flat World Knowledge (FWK) and Nelson Education during a two year campus pilot. Design/methodology/approach – Students enrolled in one of 11 classes involved in the library’s e-textbook pilot were recruited to complete an online survey including questions related to the perceived usefulness and perceived ease of use of electronic textbooks, as well as their general habits with the textbook. This study uses the Technology Acceptance Model as a framework for analysis. Findings – Students experienced a drop in enthusiasm for e-textbooks from the beginning to the end of the pilot. While research suggests that students prefer for print over electronic in some contexts, students rarely acted on that preference by seeking out available alternative print options. Student experience with the open/affordable textbook (FWK) was very comparable to that of the high cost commercial text (Nelson). Originality/value – While previous research suggests that students have a general preference for textbooks in print rather than electronic, the study suggests that preference may not dictate the likelihood that students will use print options. Students appear to be willing and able to easily make use of the content and functions in their e-textbooks. Despite overall positive reviews for the e-textbooks, students experienced a drop in enthusiasm for e-textbooks from the beginning to the end of the pilot.
Dissertations / Theses on the topic "Textbook functions"
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Fowler, Linda D. "Comparison of Linear Functions in Middle Grades Textbooks from Singapore and the United States." FIU Digital Commons, 2015. http://digitalcommons.fiu.edu/etd/1799.
Full textAbstract:
Many U.S. students do not perform well on mathematics assessments with respect to algebra topics such as linear functions, a building-block for other functions. Poor achievement of U.S. middle school students in this topic is a problem.
U.S. eighth graders have had average mathematics scores on international comparison tests such as Third International Mathematics Science Study, later known as Trends in Mathematics and Science Study, (TIMSS)-1995, -99, -03, while Singapore students have had highest average scores. U.S. eighth grade average mathematics scores improved on TIMMS-2007 and held steady onTIMMS-2011. Results from national assessments, PISA 2009 and 2012 and National Assessment of Educational Progress of 2007, 2009, and 2013, showed a lack of proficiency in algebra. Results of curriculum studies involving nations in TIMSS suggest that elementary textbooks in high-scoring countries were different than elementary textbooks and middle grades texts were different with respect to general features in the U.S.
The purpose of this study was to compare treatments of linear functions in Singapore and U.S. middle grades mathematics textbooks. Results revealed features currently in textbooks. Findings should be valuable to constituencies who wish to improve U.S. mathematics achievement.
Portions of eight Singapore and nine U.S. middle school student texts pertaining to linear functions were compared with respect to 22 features in three categories: (a) background features, (b) general features of problems, and (c) specific characterizations of problem practices, problem-solving competency types, and transfer of representation. Features were coded using a codebook developed by the researcher. Tallies and percentages were reported. Welch's t-tests and chi-square tests were used, respectively, to determine whether texts differed significantly for the features and if codes were independent of country.
U.S. and Singapore textbooks differed in page appearance and number of pages, problems, and images. Texts were similar in problem appearance. Differences in problems related to assessment of conceptual learning. U.S. texts contained more problems requiring (a) use of definitions, (b) single computation, (c) interpreting, and (d) multiple responses. These differences may stem from cultural differences seen in attitudes toward education. Future studies should focus on density of page, spiral approach, and multiple response problems.
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Amendola, Roberta. "Livro arbítrio: um estudo sobre as funções e os usos do livro didático de espanhol no ensino médio." Universidade de São Paulo, 2017. http://www.teses.usp.br/teses/disponiveis/48/48138/tde-10052017-141228/.
Full textAbstract:
O livro didático (LD) tem sido, historicamente, o principal recurso material da Educação. Objeto de estudo de alguns pesquisadores, os olhares para ele em geral se voltam à sua metodologia e ao seu conteúdo. No entanto, são escassos os trabalhos que se aproximam das suas funções e da sua utilização no cenário de ensino de espanhol como língua estrangeira no Brasil. Nesta investigação recuperamos seu histórico, diretamente associado a medidas político-educacionais, bem como suas possíveis funções e usos, com base em alguns documentos oficiais nacionais Parâmetros Curriculares Nacionais PCN (BRASIL, 1998b); Orientações Curriculares para o Ensino Médio OCEM (BRASIL, 2006) e Diretrizes Curriculares Nacionais da Educação Básica DCN (BRASIL, 2013d) e em estudos de pesquisadores da área, sobretudo Choppin (2002, 2004); Gérard; Roegiers (1998); Lajolo (1996); Oliveira; Guimarães; Bomény (1984) e Richards (2002). Ademais, apresentamos aspectos relativos à formação inicial e continuada de professores no país que exercem impacto no papel do livro em sala, com base na Lei de Diretrizes e Bases da Educação LDB (BRASIL, 1996a) e na Resolução CNE/CP nº 2 (BRASIL, 2015e); questões referentes à (des)valorização docente, segundo as DCN (BRASIL, 2013d) e Nóvoa (1999); entre outros tópicos que abordam a relação dos mestres com o LD, de acordo com Almeida Filho (2010), Eres Fernández (2009), Fiscarelli (2008), Leffa (2008a) e Munakata (1997, 2012a). Damos voz a duas docentes do estado de São Paulo uma de escola pública e outra de colégio privado e, por meio delas e do referencial legal e teórico, aproximamo-nos do cotidiano do LD de espanhol. Para tanto, tomamos como base três instrumentos de pesquisa complementares: questionários, entrevistas e assistências às aulas e procedemos à triangulação dos dados obtidos. Constatamos de que modo o LD é usado e em poucas ocasiões pudemos observá-lo sendo suplementado por outros recursos. Concluímos que sua principal função é a referencial (CHOPPIN, 2004, p. 552-553) e que as profissionais em raras situações usufruíram do seu arbítrio na utilização dele, o que é prejudicial para o ensino e a aprendizagem por atribuir pouca importância às especificidades de cada realidade. Diante desta constatação, creditamos a prática de utilização dependente ao histórico de desvalorização docente, à capacitação deficiente do professorado e às crenças sobre o ensino de línguas que constituem a trajetória das profissionais em questão. Com o objetivo de preparar os mestres para essa desejável autonomia do LD, explicitamos que, a nosso ver, é necessário repensar os cursos superiores de formação. Observamos também que o acesso a recursos didáticos ou didatizáveis complementares a eles não tem relação direta com o nível socioecomômico da escola, e sim com o comprometimento do profissional. Por fim, com vistas a contribuir para reflexões e melhorias no objeto de nosso estudo e no seu cotidiano em sala, propusemos sugestões de alternativas para a concepção e o emprego desse recurso educacional de presença tão expressiva.Textbooks have been, historically, a core resource in Education. As the object of study for many researchers, they are generally analyzed from the point of view of methodology and content. However, studies on the functions and use of textbooks in the field of teaching Spanish as foreign language in Brazil are scarce. The present study traces back the history of textbooks related to educational policies and examines the possible functions and uses of textbooks, grounded on some official national documents such as the National Curriculum Parameters PCN (BRASIL, 1998b); Curricular Orientations for the High School Level OCEM (BRASIL, 2006) and the Basic Schooling National Curricular Guidelines DCN (BRASIL, 2013d) and on studies carried out by researchers in the field, mainly Choppin (2002, 2004); Gérard; Roegiers (1998); Lajolo (1996); Oliveira; Guimarães; Bomény (1984) and Richards (2002). In addition, the study presents aspects related to: the initial training and continuous development of practising teachers in the country and their impact on the role of the textbook in class, under the terms of the Law on Brazilian Education Guidelines and Bases LDB (BRASIL, 1996a) and on Decision number 2 of the National Council of Education (BRASIL, 2015e); issues related to the (de)(a)ppreciation of the teaching staff, according to the DCN (National Curricular Guidelines) (BRASIL, 2013d) and Nóvoa (1999); among other topics related to teachers relationship with the textbook, as found in Almeida Filho (2010), Eres Fernández (2009), Fiscarelli (2008), Leffa (2008a) and Munakata (1997, 2012a). We give voice to two teachers from the State of São Paulo one from a state school and one from a private institution and through them and the legal and theoretical framework, we approach the daily use of the textbook in the area of Spanish. To that aim, we made use of three complementary research instruments: questionnaires, interviews and attendance to classes, and then triangulated the data obtained. We observed the way in which the textbook is used and found out that only in rare instances the textbook was supplemented by other resources. The conclusion is that the main function of the textbook is referential (CHOPPIN, 2004, p. 552-553) and that teachers seldom exercise discretion in its use, negatively affecting the teaching and learning process by not giving due importance to the specificities of each learning situation. In view of these findings, we credit the practice of dependent use of the textbook to the history of depreciation of teaching, to the inefficient qualification available to teachers and to the beliefs on language teaching under which those teachers have operated. With the aim of empowering teachers to enjoy a desirable autonomy in relation to the textbook, we suggest that there is a need to rethink the content of teacher development courses. We also observed that the access to teaching resources or to other resources which may be a complement to the former does not correlate directly to the socioeconomic level of the school, but rather, with the level of commitment of the professionals involved. In conclusion, with a view to contributing to discussions and improvements related to the object of our study and to its daily use in the classroom, we propose alternatives for the creation and use of this educational resource which has such a crucial role in the classroom.
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Unver, Emel. "Analysis Of Analogy Use On Function Concept In The Ninth Grade Mathematics Textbook And Classrooms." Master's thesis, METU, 2009. http://etd.lib.metu.edu.tr/upload/3/12611356/index.pdf.
Full textAbstract:
ABSTRACT
ANALYSIS OF ANALOGY USE ON FUNCTION CONCEPT IN THE NINTH GRADE MATHEMATICS TEXTBOOK AND CLASSROOMS
Ünver, Emel M.S., Department of Secondary Science and Mathematics Education Supervisor: Assoc.Prof. Dr Behiye UBUZ December 2009, 64 pages The primary objective of the current study was to examine how analogies are used on function concept in the ninth grade mathematics textbook and classrooms. Using qualitative research procedure comprising textbook analysis and classroom observations, a picture was developed of how analogies used on function concept in ninth grade mathematics textbook and classrooms. One mathematics textbook, the primary source for observed classes was selected and analyzed for the study. Chapter entitled as &ldquo
functions&rdquo
in the selected textbook was closely examined for use of analogies therein. Subtitles of the chapter used in the analysis were identified according to the subtitles taught in observed classes. Moreover, the data were obtained from the observation of two teachers&rsquo
9th grade mathematics clasess during the 7-week data collection period. Totally, twenty-five lessons were videorecorded. Having determined which comparisons would be counted as analogies, each of the textbook and classroom analogies was classified according to an analogy classification framework including eight criteria, modified from that of Thiele and Treagust&rsquo
s (1994). Analysis of the textbook suggested that all the analogies were enriched and functional, majority of them presented in both verbal and pictorial formats, most of them were advance organizers or post-synthesizers and some of them were embedded activators. However, none of them was explained completely and contained any limitations. On the other side, analysis of classroom analogies revealed that nearly all the analogies were functional, enriched or extended presented verbally as embedded activators, and all of them explained absolutely without any stated limitations.
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Wright, Jane F. "Structural and functional analysis of the IκBα protein". Thesis, University of St Andrews, 1997. http://hdl.handle.net/10023/14514.
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NF-KB/Rel transcription factors and IKB proteins play a central role in the rapid induction of genes transcribed in response to a variety of extracellular stimuli. Signal induction results in the phosphorylation and ubiquitination of IKBalpha a prior to proteasomal degradation and release of NF-KB. The objective of this work was to identify residues within the N- and C-termini of IKBalpha which were important for the function of the protein, specifically the residues contacting the p65 subunit of NF- KB and those involved in the turnover of IKBalpha. In addition, the structure of the C-terminal region of IKBalpha was also examined to gain a better understanding of the functional properties of this domain. The identification of conserved stretches of acidic residues in the C-terminal region of IKBalpha prompted the suggestion that perhaps these amino acids were important for interacting with the positively charged nuclear localisation signal of the p65 subunit of NF- KB. Accordingly two regions, residues 284-286 and residues 300-302 (glutamic acid, aspartic acid, glutamic acid in both regions), were targeted for mutation (and referred to as the C-terminal mutants) to examine their role, if any, in IKBalpha -p65 association. A second set of mutants were generated following a protease sensitivity study on IKBalpha which revealed that residues 251 (tyrosine), 258 (tryptophan) and 275 (glutamic acid) were protected from digestion in the presence of p65. These amino acids were located in the low homology sixth ankyrin repeat of IKBalpha, thought to act as a flexible linker region between the highly conserved central five ankyrin repeats and the C-terminal region of the protein. Consequently, amino acids 258 and 275 were selected for mutation (referred to as the linker mutants). The in vitro characterisation of the C-terminal and linker mutants demonstrated that neither amino acids 258 and 275 nor amino acids 284-286 and 300-302 affected the ability of IKBalpha to interact with p65 homodimers, even under conditions of varying pH or ionic strength. However, residues 284-286 reduced the inhibitory capacity of IKBalpha with respect to p65 homodimers. The results indicated that the region of IKBalpha required for the inhibition of p65 DNA binding activity, possibly located in or around residues 284-286, was separable from the area of the protein responsible for association with p65. Attempts to phosphorylate the C-terminal and linker mutants in vitro using either casein kinase I or casein kinase II demonstrated that the C-terminal mutants were not efficiently phosphorylated by casein kinase II but were phosphorylated by casein kinase I. Both kinases were shown to phosphorylate wild-type IKBalpha and the linker mutants. Therefore, residues 284-286 and 300-302 were possibly important for the in vivo phosphorylation of IKBalpha through casein kinase II. The expression of the C-terminal and linker mutants from vectors transiently transfected into 293 cells revealed that residues 284-286 and residues 300-302 were required for either inducible or constitutive degradation of IKBalpha, but more likely constitutive turnover. All mutants appeared to undergo signal-induced ubiquitination. Furthermore, the mutants were capable of interacting with p65 and in a different cell line (Cos7 cells) all appeared to allow NF-KB-dependent transcription from a luciferase reporter. The final result was thought to be a consequence of different degradation characteristics existing within Cos7 cells compared to 293 cells. In the light of recent data, it was concluded that the C-terminal residues of IKBalpha were important for constitutive, rather than inducible turnover of IKBalpha.
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Cochran, Kyle M. "Math and math-in-school changes in the treatment of the function concept in twentieth century secondary algebra textbooks /." College Park, Md. : University of Maryland, 2008. http://hdl.handle.net/1903/8235.
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Thesis (M.A.) -- University of Maryland, College Park, 2008.Thesis research directed by: Dept. of Curriculum and Instruction. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
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Soares, Diogo Oliveira. "Logaritmos e função logarítmica na matemática escolar brasileira." Universidade de São Paulo, 2017. http://www.teses.usp.br/teses/disponiveis/45/45135/tde-26102017-173929/.
Full textAbstract:
Este trabalho tem o objetivo de verificar como o logaritmo e a função logarítmica são abordados nos livros didáticos de Matemática do século XIX ao XXI, indicando a inserção desses conteúdos na Matemática Escolar brasileira. Baseamo-nos, dentre outros autores, em Choppin (2004), Valente (1999, 2004, 2005 e 2008) e Bittencourt (2004 e 2008) para identificarmos o livro didático como fonte de pesquisa da Matemática Escolar, a partir de suas formas conceituais, de enfoque didático ou referente à organização do saber. A fim de verificar relações entre o histórico dos logaritmos e da função logarítmica na Matemática e na Matemática Escolar, apresentamos a ideia dos logaritmos de Napier como facilitadores de cálculos, interpretamos sua definição geométrica por meio de um sistema de equações diferenciais ordinárias e, assim, mostramos um breve histórico sobre a inserção do logaritmo como função no Cálculo Integral. Os livros didáticos de Matemática analisados foram publicados entre os anos de 1879 e 2013. Nesta análise, consideramos o modo como os autores abordam ou tratam a Matemática, os tipos de atividades que são propostas, os tipos de explicações, definições, exemplos, gráficos, exercícios, aplicações e problemas associados aos logaritmos e à função logarítmica. Os resultados apontam que no século XIX os logaritmos eram tratados nos livros didáticos, quase sempre, por meio da Aritmética. A partir da década de 1890, eles são abordados, tanto no campo aritmético, pela associação à teoria das progressões, como no campo algébrico, sendo expoentes numa equação ou função. A partir da década de 1930 até os dias de hoje verificamos uma predominância da concepção algébrico-funcional dos logaritmos. Com base nas Orientações Curriculares para o Ensino Médio (2006), nos Parâmetros Curriculares Nacionais Ensino Médio (PCNs - 2000), nos Parâmetros Curriculares Nacionais+ Ensino Médio (PCNs+ Ensino Médio - 2002), no Exame Nacional do Ensino Médio e em livros didáticos recentes, verificamos que os logaritmos e a função logarítmica se inserem, atualmente, na Matemática Escolar brasileira, pela sua associação às aplicações, como por exemplo, juros compostos, dinâmica populacional, desintegração radioativa, potencial hidrogeniônico, Escala Richter, Escala de Magnitude de Momento (MMS) e nível de intensidade sonora.This work aims to verify how the logarithm and logarithmic function are approached in the textbooks of Mathematics from the 19th to the 21st century, indicating the insertion of these contents in Brazilian School Mathematics. We are based, among other authors, in Choppin (2004), Valente (1999, 2004, 2005 and 2008) and Bittencourt (2004 and 2008) to identify the didactic book as a research source of School Mathematics, from its conceptual forms, of didactic approach or referring to the organization of knowledge. In order to verify relations between the logarithmic and logarithmic functions in Mathematics and School Mathematics, we present the idea of the logarithms of Napier as facilitators of calculations, we interpret their geometric definition by means of a system of ordinary differential equations and we show a brief history about the insertion of the logarithm as a function in the Integral Calculus. The mathematical textbooks analyzed were published between the years 1879 and 2013. In this analysis, we consider how authors approach or treat mathematics, the types of activities that are proposed, the types of explanations, definitions, examples, graphs, exercises, applications and problems associated with logarithms and logarithmic function. The results show that in the 19th century, logarithms were treated in textbooks, almost always, through Arithmetic. From the 1890s, they are approached, both in the arithmetic field, by association with the theory of progressions, and in the algebraic field, being exponents in an equation or function. From the 1930s to the present day we have found a predominance of the algebraic-functional conception of logarithms. Based on the Curriculum Guidelines for Secondary Education (2006), the National Curriculum Parameters - Secondary Education (PCN\'s - 2000), the National Curriculum Parameters + High School (PCN\'s + High School - 2002), the National High School Examination and textbooks recent, we have verified that the logarithms and the logarithmic function are currently inserted in Brazilian School Mathematics, by their association to the applications, such as compound interest, population dynamics, radioactive disintegration, hydrogen ionic potential, Richter Scale, Momentum Magnitude Scale (MMS) and level of sound intensity.
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Calderaro, André Bispo. "Análise da possibilidade de inclusão de abordagens alternativas para a função cosseno no ensino médio." Mestrado Profissional em Matemática, 2013. https://ri.ufs.br/handle/riufs/6504.
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This work establishes itself as objective analysis of the process of elaboration of the definitions of the trigonometric functions, particularly the definition of the cosine function. Thus, it is given a guideline regarding the development of a curriculum in which students are not sparked off the concept
of trigonometric function based only on the triangle and trigonometric cycle. Therefore, the biggest challenge is to develop arguments for teaching about and investigate further the concepts of trigonometry. Thus, although we like the first chapter a brief explanation about the history
of trigonometry, the work focuses on the development of the definition cosine of some forms, namely: the one presented in textbooks as it observes that it is made with support Euler function, setting via power series, the setting based on the exponential function domain in complex and, finally, setting
as a solution of an initial value problem, that is, a differential equation that satisfies a given initial condition. From there will be an analysis of these definitions by observing the viability of each to be presented to high school students.Neste trabalho, se estabelece como objetivo a análise do processo de elaboração das definiçõoes das funçõoes trigonométricas, particularmente, a definição da funçãao cosseno. Desse modo, é dada uma diretriz no que toca a elaboração de um currículo em que os alunos não fiquem ateados ao conceito de função trigonométrica apenas com base no triângulo retângulo e no ciclo trigonométrico. Portanto, o maior desafio é desenvolver argumentos didáticos para tal, bem como investigar mais detalhadamente as concepções da trigonometria. Com isso, apesar de termos como primeiro capítulo uma breve explanação sobre a história da trigonometria, o trabalho tem como foco o desenvolvimento da definição cosseno de algumas formas, sendo elas: a apresentada nos livros didáticos em que se observa que a mesma é feita com suporte da função de Euler, a definição através de séries de potências, a definição com base na função exponencial com domínio nos complexos e, por fim, a definição como solução de um problema de valor inicial, isto é, uma equação diferencial que satisfaz uma determinada condição inicial. A partir daí será feita uma análise dessas definições observando-se a viabilidade de cada uma delas ser apresentada para os alunos do Ensino Médio.
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Gericke, Niklas. "Science versus School-science : Multiple models in genetics - The depiction of gene function in upper secondary textbooks and its influence on students' understanding." Doctoral thesis, Karlstads universitet, Avdelningen för biologi, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-3177.
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In this thesis I describe a study of how the science of genetics is transformed into school science in upper secondary level textbooks and the impact that this transformation has on students’ understanding. The didactic challenge that we face is to decide which science from the academic disciplines we should bring into schools. Using the History and Philosophy of Science as my point of reference, I identified and categorized five multiple historical models of gene function: the Mendelian model, the classical model, the biochemical-classical model, the neoclassical model and the modern model. I then developed a research instrument to be used to analyse how these models are transformed within the educational system via textbooks. Biology and chemistry textbooks from Sweden, as well as a number from English speaking countries, were studied. The models used to describe gene function in the textbooks were investigated, as were the conceptual changes between the actual models and the way they are presented in textbooks. Finally I studied how the transformed science in textbooks is understood by students. I found that all the multiple historical models were used implicitly in the textbooks. The older historical models were presented more frequently, resulting in a simplified and deterministic description of genetics. Throughout the textbooks a specific model was usually described in a particular subject matter context. The models used in the textbooks were usually hybrid models consisting of features from several of the historical models, thus creating incommensurability. The textbooks do not provide any epistemological foundations to facilitate readers’ understanding of the implications of multiple models. Furthermore my results show that, when reading the textbooks, students’ have difficulties in detecting the use of multiple models, incommensurability, and the conceptual changes that occur in a content-specific context such as gene function. Overall, students’ understanding of the use of multiple models, conceptual change, and incommensurability reflects the way in which they are depicted in the textbooks. Students’ domain-specific difficulties in understanding genetics might therefore be due to the way science is transformed into school science. These findings indicate the importance of epistemological aspects in the transformation of science into school science, i.e. science as a way of knowing, not only for students’ understanding of the nature of science, but also for their understanding of the conceptual knowledge. The degree to which school science should mimic the academic discipline, as well as an understanding of what is lost in the transformation of science into school science, are key issues discussed in the thesis.
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Gericke, Niklas. "Science versus school-science : multiple models in genetics : the depiction of gene function in upper secondary textbooks and its influence on students' understanding /." Karlstad : Faculty of Social and Life Sciences, Biology, Karlstads universitet, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-3177.
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Chaves, Adiel Praseres. "Função Quadrática: análise em termos de contextos, de organizações matemáticas e didáticas propostas em Livros Didáticos de Ensino Médio." Pontifícia Universidade Católica de São Paulo, 2016. https://tede2.pucsp.br/handle/handle/19517.
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The study of quadratic function is considered fundamental to the field of mathematical knowledge, the connections that are established between this and other studies of Mathematics itself, by its application in problem situations of everyday life as well as in various fields, such as physics, chemistry, biology, economics, management and engineering: our goal is to analyze the contexts in which the study of the vertex of the parabola that represents a quadratic function presents the approaches of Mathematical textbooks of high school of the PNLDEM ( 2015). In order to achieve the desired goal, sought answers to the question: in what contexts, the study of the vertex of the parabola that represents a quadratic function appears in the math textbook approaches of the first grade of high school of the PNLDEM (2015). This research is qualitative, documentary in nature and support the anthropological theory of Didactic, more precisely, the notions of praxeológicas organizations. One of the results was that the tasks reviewed have status of example application which puts at stake the mobilization of properties of parabola vertex coordinates that represent this function, but also the determination of the formation of this function from the coordinates of the points of the curve represent
O estudo da Função Quadrática é considerado fundamental para o domínio do conhecimento matemático, pelas conexões que se estabelecem entre esta e outros estudos da própria Matemática, pela sua aplicação em situações-problema do cotidiano, assim como em diferentes domínios, tais como Física, Química, Biologia, Economia, Administração e Engenharia. Nosso objetivo é analisar os contextos nos quais o estudo do vértice da parábola que representa uma função quadrática apresenta-se nas abordagens de livros didáticos de Matemática do Ensino Médio aprovados no PNLDEM (2015). No intuito de alcançar o objetivo desejado, buscou-se respostas à pergunta: em quais contextos, o estudo do vértice da parábola que representa uma Função Quadrática apresenta-se nas abordagens de livros didáticos de Matemática da 1ª série do Ensino Médio do PNLDEM (2015)? Esta pesquisa é qualitativa, de natureza documental e tem como apoio a Teoria Antropológica do Didático, mais precisamente, as noções de organizações praxeológicas. Um dos resultados encontrados foi que as tarefas analisadas têm status de exemplo de aplicação que colocam em jogo a mobilização de propriedades das coordenadas do vértice da parábola que representam a referida função, mas também a determinação da lei de formação dessa função, a partir das coordenadas dos pontos da curva que a representam
Books on the topic "Textbook functions"
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The electronic chart: Fundamentals, functions, data and other essentials : a textbook for ECDIS use and training. 3rd ed. Geomares, 2011.
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Shishkin, Andrey. Introduction to the axiomatic theory of elementary functions. INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1209581.
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Contains an exposition of the basic concepts and theorems of the axiomatic theory of the basic elementary functions of real and complex variables. The textbook is written on the basis of lectures given by the author for a number of years at the Armavir State Pedagogical University, at the Slavyansk-on-Kuban State Pedagogical Institute and at the branch of the Kuban State University in Slavyansk-on-Kuban. It is intended for students of natural-mathematical profiles of preparation of the direction "Pedagogical education". It can be used in the study of mathematical analysis, the theory of functions of a real variable, the theory of functions of a complex variable, etc.
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Kogan, Efim, and Galina Zhukova. Theory of functions of a complex variable and operational calculus. INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1058889.
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The textbook contains theoretical information in a volume of the lecture course are discussed in detail and examples of typical tasks and test tasks and tasks for independent work.
Designed for students studying in areas of training 01.03.02 "Applied mathematics and Informatics", 15.03.03 "Applied mechanics" 10.05.03 "Information security of automated systems" 09.03.01 "computer science", 15.03.01 mechanical engineering, 15.03.04 "automation of technological processes and production", 27.03.04 "Management in technical systems". Can be used by teachers for conducting practical classes.
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F, Morris John, ed. Oxford textbook of functional anatomy. 2nd ed. Oxford University Press, 1994.
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MacKinnon, Pamela C. B. Oxford textbook of functional anatomy. Oxford University Press, 1985.
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MacKinnon, Pamela C. B. Oxford textbook of functional anatomy. Oxford University Press, 1990.
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F, Morris John, ed. Oxford textbook of functional anatomy. 2nd ed. Oxford University Press, 2005.
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F, Morris John, ed. Oxford textbook of functional anatomy. Oxford University Press, 1986.
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MacKinnon, Pamela C. B. Oxford textbook of functional anatomy. 2nd ed. Oxford University Press, 2005.
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P, Hostetler Robert, and Neptune Carolyn F, eds. Intermediate algebra: Graphs and functions. D.C. Heath, 1994.
Book chapters on the topic "Textbook functions"
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Archer, C. B. "Functions of the Skin." In Rook's Textbook of Dermatology. Wiley-Blackwell, 2010. http://dx.doi.org/10.1002/9781444317633.ch4.
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Kuks, J. B. M., and J. W. Snoek. "The higher cerebral functions." In Textbook of Clinical Neurology. Bohn Stafleu van Loghum, 2018. http://dx.doi.org/10.1007/978-90-368-2142-1_8.
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Sela, Tal, and Michal Lavidor. "Enhancement of Sensory and Cognitive Functions in Healthy Subjects." In Textbook of Neuromodulation. Springer New York, 2014. http://dx.doi.org/10.1007/978-1-4939-1408-1_18.
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Kawai, Koji, Miyuki Harada, Yutaka Osuga, and Hiroyuki Nishiyama. "Gonadal Functions and Reproductive Health." In Textbook of Palliative Medicine and Supportive Care, 3rd ed. CRC Press, 2021. http://dx.doi.org/10.1201/9780429275524-97.
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Krug, Robert M., and Adolfo García-Sastre. "The NS1 protein: A master regulator of host and viral functions." In Textbook of Influenza. John Wiley & Sons, Ltd, 2013. http://dx.doi.org/10.1002/9781118636817.ch7.
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Correa, Denise D., and James C. Root. "Cognitive Functions in Adults With Central Nervous System and Non-Central Nervous System Cancers." In Textbook of Clinical Neuropsychology. Taylor & Francis, 2017. http://dx.doi.org/10.4324/9781315271743-23.
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Mathur, KC. "Higher Functions." In Short Textbook of Physiology. Jaypee Brothers Medical Publishers (P) Ltd., 2006. http://dx.doi.org/10.5005/jp/books/10766_20.
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Gupta, Ramji. "Structure and Functions of Skin." In Textbook of Dermatology. Jaypee Brothers Medical Publishers (P) Ltd., 2002. http://dx.doi.org/10.5005/jp/books/10906_1.
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Chatterjea, MN, and Rana Shinde. "Prostaglandins—Chemistry and Functions." In Textbook of Medical Biochemistry. Jaypee Brothers Medical Publishers (P) Ltd., 2012. http://dx.doi.org/10.5005/jp/books/11486_5.
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Chatterjea, MN, and Rana Shinde. "Immunoglobulins—Chemistry and Functions." In Textbook of Medical Biochemistry. Jaypee Brothers Medical Publishers (P) Ltd., 2012. http://dx.doi.org/10.5005/jp/books/11486_8.
Full textConference papers on the topic "Textbook functions"
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Kashchuk, Svetlana. "HYBRID FOREIGN LANGUAGE TEXTBOOK: EXPERIENCE AND PROSPECTS OF USING." In FUNCTIONAL ASPECTS OF INTERCULTURAL COMMUNICATION. TRANSLATION AND INTERPRETING ISSUES. Peoples' Friendship University of Russia, 2019. http://dx.doi.org/10.22363/2712-7974-2019-6-382-390.
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Putri Merona, Senja, and Erika Eka Santi. "Mathematical Reasoning in Complex Function Textbook Exercises." In University of Muhammadiyah Malang's 1st International Conference of Mathematics Education (INCOMED 2017). Atlantis Press, 2018. http://dx.doi.org/10.2991/incomed-17.2018.42.
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He, Zhelong, Qingchang Liu, Katherine Yang, et al. "Interactive Educational Testbed for Statics and Mechanics of Materials." In ASME 2018 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2018. http://dx.doi.org/10.1115/imece2018-87938.
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A mechanics education testbed comprised of instructional modules written in Mathematica was developed in order to increase the effectiveness of course delivery through an integrated computation, visualization, and animation approach with the aim of accelerating the learning process. Overall, 25 modules were developed for Statics and another 20 modules for Mechanics of Materials during the AY2017-18. The testbed complements class instruction and motivates self-learning by illustrating basic mechanics concepts relative to homework problems and textbook examples. Its features include visualization, parametrization, and trial-and-error simulation capabilities that enable students to view simulated phenomena from different perspectives, thereby leaving a lasting impression which facilitates quicker absorption of the mechanics concepts than the traditional approach. The parametrization feature enables variation of boundary and initial conditions, as well as other parameters that affect the simulated phenomenon to demonstrate each parameter’s influence on the system response. These capabilities enable students to employ the trial-and-error approach in acquiring an intuitive understanding of the visualized phenomenon, validated through direct calculation. Student comments are summarized and survey results are analyzed and related to individual student performance. Student assessment confirms the testbed’s effectiveness and provides helpful suggestions for further enhancement/development. Representative modules are presented to demonstrate their functions and capabilities.
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Utami, Riani K., and Agung W. Subiantoro. "Visual Representations Analysis of Senior High School Biology Textbooks About Plants’ Structure and Function." In 7th International Conference on Research, Implementation, and Education of Mathematics and Sciences (ICRIEMS 2020). Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210305.019.
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Mulyanti, Wida, and Pipit Prihartanti Soeharto. "Text Complexity in English Textbooks for Junior High School: A Systemic Functional Perspective." In Twelfth Conference on Applied Linguistics (CONAPLIN 2019). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200406.044.
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Kobus, Chris J. "Utilizing the Integral Technique to Determine the Similarity Variable in Classical Heat Transfer Problems: Thermal Boundary Layer Theory." In ASME 2018 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2018. http://dx.doi.org/10.1115/imece2018-88662.
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In advanced heat transfer courses, a technique exists for reducing a partial differential equation, where the dependent variable is a function of two independent variables, to an ordinary differential equation where that same dependent variable becomes a function of only one. The key to this technique is finding out what the functional form of the similarity variable is to make such a transformation. The difficulty is that the form of the similarity variable is not intuitive, and many heat transfer textbooks do not reveal how this variable is found in classical problems such as viscous and thermal boundary layer theory. It turns out that one way to find this variable is by utilizing the integral technique. By employing the integral technique to boundary layer theory, it will be shown that when the approximate functional relationship for the dependent variable (temperature, velocity, etc) can be represented by an nth order polynomial, the similarity variable can be found very simply. This is seen to be a good tool especially in heat transfer education, but may have applications in research as well. The approach described here is a variation of a well-known technique used for isothermal momentum boundary layer consideration.
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Gong, Chaohua, Guang Chen, Xiaochen Wang, Xiaoying Zhang, and Ronghuai Huang. "The Functions of E-Textbooks for Utilizing in K-12 Classes: A Case Study in Beijing." In 2013 IEEE 13th International Conference on Advanced Learning Technologies (ICALT). IEEE, 2013. http://dx.doi.org/10.1109/icalt.2013.151.
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Kobus, Chris J. "Utilizing the Integral Technique to Determine the Similarity Variable in Classical Heat Transfer Problems: One Dimensional Heat Conduction in a Finite or Semi-Infinite Solid." In ASME 2013 Heat Transfer Summer Conference collocated with the ASME 2013 7th International Conference on Energy Sustainability and the ASME 2013 11th International Conference on Fuel Cell Science, Engineering and Technology. American Society of Mechanical Engineers, 2013. http://dx.doi.org/10.1115/ht2013-17097.
Full textAbstract:
In advanced heat transfer courses, a technique exists for reducing a partial differential equation where the dependent variable is a function of two independent variables, to an ordinary differential equation where that same dependent variable becomes a function of only one independent variable. The key to this technique is finding out what the similarity variable to make this transformation is. The difficulty is that the form of the similarity variable is not intuitive, and many heat transfer textbooks do not reveal how this variable is found in classical problems such as viscous and thermal boundary layer theory. It turns out that one way to find this variable is by utilizing the integral technique. By employing the integral technique to boundary layer theory, it will be shown that when the approximate functional relationship for the dependent variable (temperature, velocity, etc) can be represented by an nth order polynomial, the similarity variable can be found very simply. This is seen to be a good tool especially in heat transfer education, but has applications in research as well.
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Karimi, Amir, Karen McGill, and Randall D. Manteufel. "Behavior of Internal Energy and Enthalpy of Fluids Along Isotherms and Isentropic Lines in the Compressed Liquid Region." In ASME 2012 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2012. http://dx.doi.org/10.1115/imece2012-88392.
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It is a common practice to approximate the thermodynamics properties of fluids in the compressed liquid regions from their saturation properties. Most thermodynamics textbooks state that the specific volume, specific internal energy, and specific entropy in the compressed liquid region are functions of temperature only and are independent of pressure. Therefore, compressed liquid property tables are not provided for any substance, except for water, and compressed liquid properties are approximated by their saturated liquid properties at a given temperature. Recent examination of current practice in approximating compressed liquid properties has shown that the internal energy of fluids exhibits growing dependency on pressure with increases in temperature. This paper compares the behavior of internal energy and enthalpy four compressed fluids along isotherms with those behaviors along isentropic lines. Water, ammonia, methane, and propane are examined in this study. It is shown that effects of pressure on the internal energy and enthalpy of compressed liquids are much lower along isentropic lines than those along isotherms.
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Woodbury, Keith A., Robert P. Taylor, Jesse Huguet, Troy Dent, Joseph Chappell, and Kenneth Mahan. "Vertical Integration of Excel in the Thermal Mechanical Engineering Curriculum." In ASME 2008 International Mechanical Engineering Congress and Exposition. ASMEDC, 2008. http://dx.doi.org/10.1115/imece2008-69165.
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Microsoft Excel is a ubiquitous tool used frequently by practicing engineers. A recent survey of alumni from The University of Alabama’s Department of Mechanical Engineering regarding software tools revealed that 100% of the respondents used Microsoft Excel regularly on their jobs, while a low percentage used standard packages such as ANSYS or MATLAB, and that none used software tools which had been bundled with textbooks. The spreadsheet environment offers a great platform for computation and organization of engineering work, and the Visual Basic engine allows for great extensibility of Excel through the development of special functions and add-in modules. This paper reports on a proof-of-concept project to implement sustained emphasis on Microsoft Excel in the thermal mechanical curriculum at The University of Alabama. Specific add-in modules for use in thermodynamic analysis and heat transfer analysis have been developed and are continually being refined. These add-in modules have been utilized in a sequence of courses Thermo I, Heat Transfer, Thermo II, and Energy Systems Design. Features of the add-in modules are detailed in this report and feedback from students and teachers are given.