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Dissertations / Theses on the topic 'Textbook representation'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 July 2025

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1

Sandberg, Sofia. "Representation and cultural bias : A study focused on three Swedish ESL-textbooks." Thesis, Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-44045.

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In the following essay, a study on three textbooks used for educating pupils in Swedish secondary schools in the subject of English is presented. One aim of the study was to investigate how the selection of texts, both fiction and non-fiction, used for reading and listening comprehension purposes and their respective author representations in three Swedish EFL-textbooks could be considered to represent a broad perspective of the English-speaking world. The categories used to find evidence are based on Kachru’s model of Three Circles of English. Furthermore, an additional aim was to uncover evi

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2

Esmer, Feyza. "Exploring Representation Of Nature Of Science Aspects In 9th Grade Chemistry Textbooks." Master's thesis, METU, 2011. http://etd.lib.metu.edu.tr/upload/12613178/index.pdf.

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The aim of this study was to examine the representation of Nature of Science (NOS) aspects in 9th grade chemistry textbooks. Two textbooks nation-wide used are analyzed, one of them is written in Turkish the other in English. These textbooks were written according to 2008-2009 education program&rsquo<br>s curriculum. A qualitative oriented approach was employed and ethnographic content analysis was used as the methodological framework for this research as Irez (2006) has performed. Data were analyzed by means of books&rsquo<br>sentences. The results of the study revealed that both of two chemi

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3

Yamak, Yeliz. "Exploring Representation Of Nature Of Science Aspects In Science Textbooks." Master's thesis, METU, 2009. http://etd.lib.metu.edu.tr/upload/2/12610447/index.pdf.

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The aim of this study was to examine middle school science textbooks according to some criteria in terms of nature of science (NOS). A total of three middle school science textbooks in 6th, 7th and 8th grade and two biology units were analyzed in each textbook. In the 6th grade science textbooks, Reproduction, Development and Growth in Living Beingsand Systems in Our Body units, in the 7th grade science textbook, Systems in Our Body and Human and Environment units, in the 8th grade science textbook, Cell Division and Heredity and Livings and Energy Relationships units were analyzed by using Na

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Yang, Chi Cheung Ruby. "Gender representation in Hong Kong primary English language textbooks : a study of two widely-used textbook series." Thesis, Lancaster University, 2014. http://eprints.lancs.ac.uk/70055/.

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Gender equality has long been an issue for gender and language research from as early as the 1970s to the contemporary era in the 2010s, and gender stereotyping in textbooks is an issue in many different countries (Davis, 1995; see also Blumberg, 2007, 2008). While secondary English Language textbooks published in Hong Kong have already been investigated by Lee and Collins (2008), primary English Language textbooks have rarely been investigated (but see Au, 1992; Au, 2004). Therefore, the present study investigates gender representation in two widely-used primary English Language textbook seri

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5

Hall, Sara. "Cultural Representation in Swedish EFL Textbooks." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-34544.

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As our world becomes increasingly globalized, the value of understanding cultural diversity is perhaps more relevant than ever. Furthermore, since English plays an important role in the encounters between members of different cultural contexts, analysis of EFL teaching materials is a matter of importance. Therefore, the purpose of this study is to gain a deeper understanding of how two Swedish EFL textbooks represent cultural diversity. To achieve this, it aims to answer the following research question: To what extent do the textbooks represent cultural diversity within the framework of Englis

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6

Gråfors, Veronica. "Fett osynlig? : En undersökning om representation av överviktiga och feta kroppar i två läromedel för gymnasieskolan." Thesis, Södertörns högskola, Lärarutbildningen, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-26058.

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This exam paper has examined visual portrayals of overweight and fatness in two swedish upper secondary school textbooks, one in physical education and one in social science. The textbooks were analyzed in regard to numeral representation, interacting social categories such as gender and age, depiction in forms of activities and stereotypes and relation to context close to or far away from a swedish context. The analysis showed an underrepresentation of overweight and fat bodies in both textbooks, but the represention of overweight bodies in the textbook on physical education were nearly nil w

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7

Lima, Ana Carolina Albuquerque de. "O livro didático de Língua Inglesa produzido in-house e o sujeito aprendiz: uma análise discursiva das representações de aprendiz e possíveis implicações na sua constituição identitária." Universidade de São Paulo, 2017. http://www.teses.usp.br/teses/disponiveis/8/8147/tde-11042018-144358/.

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Nas últimas duas décadas, a busca por cursos de idiomas que ensinam a Língua Inglesa aumentou expressivamente; consequentemente, houve crescimento no número de pessoas que são interpeladas pelo livro didático de inglês. Com base no pressuposto de que o recurso pedagógico em questão atua diretamente na produção e circulação de sentidos e, portanto, na constituição identitária do sujeito-aprendiz, nos propomos analisar o funcionamento discursivo de livros didáticos produzidos in-house utilizados por cerca de 7 anos em um curso de idiomas, por meio das representações de sujeito-aprendiz presentes

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8

Ratajczak, Miriam. "Representation of English as an International Language in Swedish and German Textbooks : A Comparative Study of Textbooks in the Subject English used in Swedish and German Upper Secondary Schools." Thesis, Högskolan i Gävle, Avdelningen för humaniora, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-37121.

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This study is investigating how English as an international language is represented in textbooks of institutionalised second language learning at upper secondary high schools in Germany and Sweden, as well as if and how these representations differ. The method to be used in this essay is a textbook analysis, in which the frequency of references to Inner, Outer and Expanding Circle countries (see Kachru’s (1992) concentric model of World Englishes) is measured. It is thus a comparative study between German and Swedish textbooks, with focus on upper secondary schools and on the representation of

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9

Allred, Michael Kay. "Representations of New Technologies and Related Terminology in Textbooks for Learners of French and Spanish." Thesis, University of North Texas, 2011. https://digital.library.unt.edu/ark:/67531/metadc84160/.

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The purpose of the thesis is to look at the presentation of vocabulary related to new technologies in four French and four Spanish textbooks for first-year university students to examine the relevance of the language presented in terms of its authenticity to French and Spanish as it is used today. The focus is on authenticity to show the correlation between what is presented to students versus what they will need to communicate effectively in ways that are linguistically, socially, and sociopragmatically appropriate with native speakers. The thesis also provides teachers with a pedagogical fra

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10

Biazetto, Flávia Cristina Bandeca. "As confluências das tradições literárias escritas e orais nos livros didáticos: um estudo das representações das literaturas africanas, afro-brasileira e indígenas nos materiais do Programa Nacional do Livro Didático 2014." Universidade de São Paulo, 2017. http://www.teses.usp.br/teses/disponiveis/8/8156/tde-02022018-104235/.

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O objetivo desta tese é analisar as representações do campo literário (Bourdieu, 1996), notadamente das produções africanas, afro-brasileiras e indígenas, divulgadas nos livros didáticos de Português mais distribuídos pelo Programa Nacional do Livro Didático (PNLD) 2014. Para isso, partimos da noção de que os livros didáticos são um gênero do discurso, cuja organização e seleção textual expressa um projeto autoral (Bunzen, 2005, 2009). A partir daí, foi possível compreender o papel das antologias dentro da proposta pedagógica de cada uma das coleções que compõem nosso corpus. Como uma etapa in

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11

Souza, Gleice Keli Barbosa. "?Os esquecidos da Hist?ria? e a Lei 11.645/08: continuidades ou rupturas? Uma an?lise sobre a representa??o dos povos ind?genas do Brasil em livros did?ticos de Hist?ria." Universidade Estadual de Feira de Santana, 2015. http://localhost:8080/tede/handle/tede/244.

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Submitted by Ricardo Cedraz Duque Moliterno (ricardo.moliterno@uefs.br) on 2015-10-21T22:56:26Z No. of bitstreams: 1 Trabalho Final impress _2_.pdf: 7316868 bytes, checksum: db4ef93bc8afdb67ffa539ad08c28988 (MD5)<br>Made available in DSpace on 2015-10-21T22:56:26Z (GMT). No. of bitstreams: 1 Trabalho Final impress _2_.pdf: 7316868 bytes, checksum: db4ef93bc8afdb67ffa539ad08c28988 (MD5) Previous issue date: 2015-06-17<br>Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES<br>This research aimed to identify and analyze the space that occupies indigenous issues in teaching

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12

Wilhelmson, Mika. "Representations of culture in EIL : Cultural representation in Swedish EFL textbooks." Thesis, Högskolan Dalarna, Engelska, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:du-21120.

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The English language has become an international language and is globally used as a lingua franca. Therefore, there has been a shift in English-language education toward teaching English as an interna-tional language (EIL). Teaching from the EIL paradigm means that English is seen as an international language used in communication by people from different linguistic and cultural backgrounds. As the approach to English-language education changes from the traditional native-speaker, target country context, so does the role of culture within English-language teaching. The aim of this thesis is to

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13

Salman, Rania Camille. "The (Mis)representation of the Middle East and Its People in K-8 Social Studies Textbooks: A Postcolonial Analysis." Thesis, University of North Texas, 2014. https://digital.library.unt.edu/ark:/67531/metadc799522/.

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Critical examinations of cultural groups and the ways in which they are presented in schools are missing from current elementary and middle school curricula. Issues of this nature often fall under the umbrella of “multicultural education” or “cultural pedagogy,” but this rhetoric is dismissive in nature. Constructing the non-Western child as “culturally deprived,” “culturally disadvantaged,” or “at-risk” perpetuates an “us/colonizer” versus “them/colonized” mentality. The purpose of this study was to examine critically how the Middle East and its people are represented in U.S. social studie

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14

Olsson, Jessica. "1970s and 1980s Representations of British Cultural Identity in Textbooks used in ESL Education in Swedish Upper-secondary Schools." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-40886.

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The aim of this study is to examine how British culture and British cultural identity is discursively constructed and represented in two texts, including images accompanying the texts, found in two textbooks used in the foundation course for English as a second language in the Swedish upper-secondary school, the textbooks published in the 1970s and the 1980s respectively. The aim also includes to see if British cultural identity is represented in a stereotypical manner and to see which views on culture are present in the texts. The methods used in the study are discourse analysis based on Lacl

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15

Brusokaitė, Evelina. "Gender representation in EFL textbooks." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2013. http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2013~D_20130731_151659-54206.

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The aim of the research was to determine gender representation in the Lithuanian, British and Argentinian EFL textbooks. To achieve the aim, EFL textbooks circulated in Lithuania (Super English 4), the UK (Speakout) and Argentina (My Life 2) were analyzed with regard to social and linguistic aspects of gender representation. The methods chosen for the study were content analysis and the calculation of the relative frequency of occurrence. The results revealed that the Lithuanian EFL textbook depicts females in a stereotyped way with regard to household duties and frequently uses compound nouns

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16

Martins, Cristiane da Silva Lima. "Entre textos e imagens: representa??es femininas em livros did?ticos de hist?ria (2008 ? 2014)." Universidade Estadual de Feira de Santana, 2018. http://tede2.uefs.br:8080/handle/tede/711.

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Submitted by Jadson Francisco de Jesus SILVA (jadson@uefs.br) on 2018-09-18T22:28:21Z No. of bitstreams: 1 DIssertacaoCristianeMartins.pdf: 2498693 bytes, checksum: 401a9906739eca46d6900a643ca8a6e7 (MD5)<br>Made available in DSpace on 2018-09-18T22:28:21Z (GMT). No. of bitstreams: 1 DIssertacaoCristianeMartins.pdf: 2498693 bytes, checksum: 401a9906739eca46d6900a643ca8a6e7 (MD5) Previous issue date: 2018-07-27<br>This dissertation aims to analyze the representation of women in history textbooks directed to the last years of Elementary School (8th and 9th grades), used in the public schools of

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Bica, Luis Manuel Peliz Marques. "Funções em livros didáticos: relações entre aspectos visuais e textuais." Pontifícia Universidade Católica de São Paulo, 2009. https://tede2.pucsp.br/handle/handle/11377.

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Made available in DSpace on 2016-04-27T16:58:52Z (GMT). No. of bitstreams: 1 Luis Manuel Peliz Marques Bica.pdf: 1767213 bytes, checksum: c7c588be6809bae8b1d9cd810c12b337 (MD5) Previous issue date: 2009-04-28<br>Secretaria da Educação do Estado de São Paulo<br>The objective of this study was to investigate the visual and textual aspects of the theme function, in a general way, and of the similar function in particular, in textbooks of Mathematics for the 1st grade of Brazilian high school. Thus, we see which is the focus given to the conceptual development of the similar function, specially

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18

Tietz, Wendy M. "The Representation of Gender in Introductory Accounting Textbooks." Kent State University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=kent1173483294.

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19

Hu, Jiayi. "L'enseignement des fractions à l'école primaire en Chine : approches pédagogiques, didactiques et ethnomathématiques." Thesis, Lyon, 2017. http://www.theses.fr/2017LYSE2070/document.

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Dans cette étude de recherche, nous nous intéressons particulièrement au concept mathématique de fraction et à son enseignement-apprentissage dans un contexte de culture chinoise. Le concept de fraction est abstrait et difficile à comprendre par les élèves, en Chine, il est enseigné formellement en Classe Niveau 3 et Classe Niveau 5 à l’école primaire.L’objectif de notre recherche est, dans un premier lieu, de faire une introduction sur l’origine et le développement du concept de fraction en Chine ancienne et de montrer les représenations concernant la fraction dans les textes historiques.Dans

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20

Ilyas, Hamzah. "Critical thinking : its representation in Indonesian ELT textbooks and education." Thesis, University of York, 2015. http://etheses.whiterose.ac.uk/12688/.

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My original contribution to knowledge consists in generating a new critical thinking framework that can be used to investigate the elements of critical thinking in textbooks. The framework, however, can also be used as a guideline for teachers who are concerned with the development of learners’ critical thinking skills. Critical thinking has been included in an Indonesian government document as an educational objective; however, it is currently neglected and not seriously disseminated in schools. This study attempts to investigate to what extent critical thinking has been manifested in textboo

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Holmqvist, Petra, and Liselotte Gjörup. "The Representation of Gender and Gender Roles in English Textbooks." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-33819.

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Detta examensarbete undersöker representationen av kön och könsroller i engelska läroböcker. Målet är att få en bild av hur kvinnor och män beskrivs i böckerna, och i vilken utsträckning de visar jämställdhet mellan könen. Studien innefattar en undersökning av sex läroböcker, av vilka två publicerades under 1970-talet. För att ge en tydligare bild av vår undersökning är tidigare forskning angående könsrelaterade problem och läromedel integrerad i texten. Resultaten visar att det finns en obalans mellan antalet kvinnliga och manliga protagonister, att manliga författare är överrepresenterade oc

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Jeminovic, Zulijana, and Maida Ejupovic. "How Muslim women are represented in Swedish textbooks : A comparative study of religion textbooks between 1970s and the 2000s." Thesis, Högskolan Väst, Avd för juridik, ekonomi, statistik och politik, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:hv:diva-7175.

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This study is based on a comparative qualitative analysis of religion textbooks in elementary schools. The aim is to investigate how Muslim women have been represented in religion textbooks used as educational material in Swedish schools, between the 1970s and the 2000s. This study rests on the social constructivist theory which implies that reality is what we make it. In order to do a comparative qualitative analysis, three deductive stereotypes have been applied: the oppressed, the submissive and the uneducated. However, an additional, inductive stereotype was identified during the analysis

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23

Meneses, Leonel Ricardo Machado. "Representações mobilizadas nas turmas de 1º ano do Colégio de Aplicação da Universidade Federal de Sergipe no ensino de função afim e quadrática." Pós-Graduação em Ensino de Ciências e Matemática, 2014. http://ri.ufs.br/jspui/handle/riufs/8906.

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The object of mathematical study titled function is present in several everyday situations, being used by several areas of knowledge. In this way, the acquisition of its concept becomes fundamental for the development of the individual’s cognitive that is in contact with the mathematics in and out of school. Thus, with the work presented here, it was aimed to analyze the mathematical representations mobilized by the students of the 1st year of high school from Colégio de Aplicação of the Universidade Federal de Sergipe (CODAP/UFS) during the teaching of affine and quadratic function. For this

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Frenning, Henric. "An International Language? -Cultural Representation in English textbooks for Swedish Schools." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-31656.

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Culture and language are intrinsically linked, and the question of how to approach teaching culture whilst teaching a language is always going to be one teachers have to ask themselves. A textbook is a tool which is meant to aid teachers and remove some of the burden of decision-making from their shoulders. A good textbook should thus give a teacher all of the tools needed to teach a language, including answers to the aforementioned question. This study was a content analysis of four English Language textbooks used in Swedish high schools. The main focus was on how these textbooks present diff

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Blankenship, Chastity Lynn. "Student perceptions of race and gender representations within college textbooks." Doctoral diss., University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4848.

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This study examines introductory textbooks images across a variety of disciplines, with particular focus on the ways in which race and gender are shown. This study goes beyond a basic analysis of textbooks, however, and also explores student perceptions of textbook images. My data show that compartmentalization of gender and race into certain themes still occurs within some textbooks. Specifically, white men were more likely to be depicted as hard workers and contributors to the field than any other race and gender. Despite these results, students seemed mixed on the importance of textbook ima

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Dobson, Akemi. "Cultural nationalism and representations of Japanese culture in language textbooks /." [St. Lucia, Qld.], 2002. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe16825.pdf.

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Feronha, Maria de Lourdes Amante. "Gender issues in the visual representations of brazilian efl textbooks." Florianópolis, SC, 1995. http://repositorio.ufsc.br/xmlui/handle/123456789/76269.

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Dissertação (mestrado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão. Programa de Pós-Graduação em Inglês e Literatura Correspondente.<br>Made available in DSpace on 2012-10-16T08:49:16Z (GMT). No. of bitstreams: 1 199021.pdf: 5052848 bytes, checksum: 4eadc1edeeb3924b9a98a1370e73cd11 (MD5)<br>Estudo investigativo de questões relacionadas a gênero em representações visuais. Observa como a mulher (em contraste com o homem) é representada em ilustrações e cartuns usados em livros didáticos de inglês, editados e impressos no Brasil. Visa revelar os discursos subjacent

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Souza, Mateus Coqueiro Daniel de. "Análise das contribuições dos objetos educacionais digitais para a construção do conhecimento em matemática na educação básica." Universidade de São Paulo, 2016. http://www.teses.usp.br/teses/disponiveis/45/45135/tde-27082016-153913/.

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Este trabalho tem por objetivo analisar de que forma os Objetos Educacionais Digitais (OED) recursos recentemente integrados a algumas coleções de livros didáticos adquiridas pelo Ministério da Educação podem contribuir para a construção do conhecimento em Matemática. Para tanto, foi estabelecido um referencial teórico constituído por autores que conceberam teorias e desenvolveram pesquisas visando a construção do conhecimento em Matemática. Esses autores se entrelaçam, se relacionam e se complementam. Com base em tal referencial, foram estabelecidos os critérios para a análise. O primeiro di

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Yeung, Cheuk-yu, and 楊綽茹. "The representation of gender in junior secondary ELT textbooks in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2013. http://hdl.handle.net/10722/193558.

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It is argued that the gender bias in textbooks can influence students’ development of values and attitudes (e.g. Lee & Collins, 2008, 2010; Sunderland, 1997; Yang, 2011). Despite continuous improvement, gender stereotyping was found in previous studies in different parts of the world (e.g. Evans & Davies, 2000; Lee & Collins, 2008). The aim of the present study is to analyse the gender representation in the ELT textbooks used by junior secondary students in Hong Kong. The content, language and illustrations of two sets of ELT textbooks were examined. Improvements of gender representation were

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Ivanoff, Johanna, and Amanda Andersson. "Constructing 'the Other': A Study of Cultural Representation in English Language Textbooks." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-33542.

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Educational textbooks have the power to influence pupils’ perception of the world. In the subject of English, this specifically concerns learning about cultures in different parts of the world where English is used. The purpose of this study is to identify the characteristics of cultural representation in two English Language Teaching (ELT) textbooks with the aim to make the hidden curriculum visible and to raise awareness among publishing houses and teachers. Using a Critical Discourse Analysis (CDA) based on Fairclough’s (2001) three-dimensional model in combination with Barthes’ (1977) Visu

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Wilhelmson, Mika. "What Culture? : Cultural representations in English as a foreign language textbooks." Thesis, Högskolan Dalarna, Engelska, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:du-19884.

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Teaching the cultural aspect of foreign language education is a complex and sometimes difficult task, especially since English has become an international language used in different settings and contexts throughout the world. Building on the idea that the spread of the English language and its international status in the world has made English an important school subject to develop students’ cross-cultural and intercultural awareness, this paper has studied what research reveals about the influence this has had on cultural representations in English as a Foreign Language (EFL) textbooks. Findi

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Loureiro, Lalita. "A Cup of Tea Please - a studie of cultural representation in English textbooks." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-33998.

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The aim of this essay is to study how cultures are presented in English textbooks for A-level students in Sweden. The aim is divided into three research questions, what does culture in English teaching mean, how is the English-speaking world presented in the textbooks and is the image that is presented stereotyped or does it try to challenge it?The study comprises of four textbooks from 1998-2008. The theoretical frame used in the essay is Edward Said’s Orientalism. Results show that much of the focus is on countries from the inner circle of the English-speaking world and that foreign cultures

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Shadowwalker, Depree Marie. "Where Have All The Indians Gone? American Indian Representation in Secondary History Textbooks." Diss., The University of Arizona, 2012. http://hdl.handle.net/10150/228169.

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This dissertation used a mixed method to develop an analytical model from a random selection of one of eight secondary history textbooks for instances of Indians to determine if the textual content: 1) constructs negative or inaccurate knowledge through word choice or narratives; 2) reinforces stereotype portraits; 3) omits similar minority milestones in United States history and politics; and 4) contained the enactments of political milestones in the development of US history and politics with regard to personhood and sovereignty of the American Indian. The methods used to evaluate secondary

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Zarza, Jena Amber. "Representations of Feminist Theory and Gender Issues in Introductory-Level Sociology Textbooks." Thesis, Portland State University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10748392.

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<p> A review of sociological literature reveals a long history of the study of gender, and an increased popularity in the application of feminist theories and ideas to sociological research. As transmitters of the discipline, introductory-level textbooks have been heavily studied over the past quarter-century to assess the accuracy with which they portray the field of sociology. In order to update the literature available on the topic, this study analyzed the current cohort of top-selling, introductory-level sociology textbooks for coverage of feminist theory and gender issues. Each of the ten

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Barnard, Marelize. "The representation of geometric concepts in Grade 6 Mathematics textbooks: a socio-cultural analysis." Master's thesis, University of Cape Town, 2015. http://hdl.handle.net/11427/22032.

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In this study Vygotsky's theory of concept formation is used to gain insight into the representation of geometric concepts in grade six mathematics textbooks. According to Vygotsky, higher order mental functioning is developed when scientific and everyday concepts are dialecfoally linked. The textbook as a mediating artefact has an important role to play in the process of concept formation. To determine if the geometry of space and shape is presented as scientific concepts in the text, content analysis of three randomly sampled grade six mathematics textbooks were conducted. The analysis inclu

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Mohamed, Moftah A. S. "The representation of the Orient in English language textbooks used in Libyan secondary schools." Thesis, University of Sheffield, 2014. http://etheses.whiterose.ac.uk/6920/.

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This qualitative study seeks to explore how 'the Orient' and its culture are characterised in English Language textbooks used in Libyan secondary schools. The study analyses language and images used in the textbooks. This analysis reflects and draws upon the discourses of Post-Colonialism and Orientalism. The language used in the textbooks is analysed using an adapted framework of Fairclough's (1989) approach to Critical Discourse Analysis (CDA) and images are analysed using a Critical Image Analysis (CIA) framework derived from analytical approaches developed by Kress & van Leeuwen (2006) and

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Antar, Susan. "Kristen ortodoxi i svenska läroböcker : En analys av framställningen av ortodoxi i fyra läroböcker innan den nya läroplanen. LGR11 och GY11 och fyra efter." Thesis, Södertörns högskola, Institutionen för kultur och lärande, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-25355.

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The purpose of this study was to gain understanding of orthodox Christianity in Swedish educational material. The aim was to compare the presentation of orthodox Christianity towards pupils before the new curriculum and after. With the help of an analytical approach by Bergström and Boreu ́s and the interpretation strategy by Quentin Skinner, I have studied material used in school for the subject religion. I have limited my educational material in one way. The material that I have chosen is produced from the year 2003 until 2012. The goal is to recognize how orthodox Christianity is presented

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Silva, Carlos Antônio da. "A noção de integral em livros didáticos e os registros de representação semiótica." Pontifícia Universidade Católica de São Paulo, 2004. https://tede2.pucsp.br/handle/handle/11241.

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Made available in DSpace on 2016-04-27T16:58:22Z (GMT). No. of bitstreams: 1 carlos silva.pdf: 1089516 bytes, checksum: d2ef5fad9d36ce299ec1ea62eeb25089 (MD5) Previous issue date: 2004-04-23<br>Teaching and learning Integral considered basic in the field of Mathematics Education courses, for many times it has focused on a traditional methodological practice based on: definitions, theorems, properties, examples and tests. That methodology has been contributing to a very high rate of abandonment and failure. In teaching this subject, even if we have new technologies used as didactic tools, t

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Irsyadillah. "The ideological representations of introductory financial accounting textbooks : an examination through a postcolonial lens." Thesis, University of Dundee, 2015. https://discovery.dundee.ac.uk/en/studentTheses/76dd2d1c-b9b0-49ae-bb6a-69f36768ed35.

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Seidel, Chalet K. "Representations of Journalistic Professionalism: 1865-1900." Case Western Reserve University School of Graduate Studies / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=case1264199952.

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Hsia, Yuk Wah. "A utilização do livro didático pelo aluno ao estudar integral." Pontifícia Universidade Católica de São Paulo, 2006. https://tede2.pucsp.br/handle/handle/11096.

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Made available in DSpace on 2016-04-27T16:57:49Z (GMT). No. of bitstreams: 1 EDM - Yuk Wah Hsia.pdf: 4598226 bytes, checksum: bc2340b39b2a914a63ac756487011385 (MD5) Previous issue date: 2006-10-20<br>This paper investigated student s use of the text book when learning the mathematical object Integral. Its aim was to map the indications of strategies used by students in order to: 1. situate the proposed theme in the student book; 2.extract the main ideas and the strategies used by the author, summarizing them in a scheme; 3. solve the exercises proposed in the book. It was also the focus of

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Wells, Roberta. "An investigation into representations of girlhood in girls' popular magazines and school textbooks 1900-1930." Thesis, University of Cambridge, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.240838.

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NASCIMENTO, FABIO JOSE DA SILVA. "WATERS OF DISCORD: THE REPRESENTATIONS OF HYDROELECTRICITY IN GEOGRAPHY TEXTBOOKS FOR THE BRAZILIAN HIGH SCHOOL." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2017. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=32135@1.

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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO<br>COORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR<br>PROGRAMA DE SUPORTE À PÓS-GRADUAÇÃO DE INSTS. DE ENSINO<br>Essa pesquisa analisa as abordagens mais presentes sobre a hidroeletricidade em livros didáticos atuais de Geografia, referendados pelo Ministério da Educação para o Ensino Médio. Para esse fim, foram selecionadas as seguintes obras: Magnoli (2012); Araújo et al. (2015); Moreira e Sene (2012); Lozano et al. (2012). Neles são identificados discursos sobre os usos e apropriações das águas de bacias hidrográficas, em parti

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Skliar, Olga S. "Gender Representations And Gender Bias In Elt Textbooks Published In The Middle East: A Case Study Of Elt Textbooks Published In Turkey And Iran." Master's thesis, METU, 2003. http://etd.lib.metu.edu.tr/upload/12608555/index.pdf.

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In addition to general knowledge on the official curriculum subjects, including the English language, schools convey multiple cultural and ideological meanings, playing a significant role in the processes of socialization and cultural reproduction. The function of school textbooks as powerful agents of socialization is realized through the texts and visuals in the content. Locally issued ELT materials, written in English by local authors, comprise a combination of local and foreign social meanings. Positive social change may be initiated by constant revision of cultural and ideological implica

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Grande, André Lúcio. "O conceito de independência e dependência linear e os registros de representação semiótica nos livros didáticos de Álgebra Linear." Pontifícia Universidade Católica de São Paulo, 2006. https://tede2.pucsp.br/handle/handle/11123.

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Made available in DSpace on 2016-04-27T16:57:53Z (GMT). No. of bitstreams: 1 dissertacao_andre_lucio_grande.pdf: 4293121 bytes, checksum: 4477bafc1f5e2bb6d741991b929a5d16 (MD5) Previous issue date: 2006-08-14<br>Coordenação de Aperfeiçoamento de Pessoal de Nível Superior<br>This research aims to investigate which semiotic representation registers are most used in Linear Algebra textbooks in the presentation and study of the topic linear independence. The mathematics textbook is a resource much used by the teachers in its work. They present many representation registers, which can to be analy

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Desai, Manushi. "Education Meets Gender : Tracing the Beginning of Learning Gender, the Search for Identity and Representation in Indian Textbooks." Thesis, Linköpings universitet, Tema Genus, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-169083.

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Gender equality is something that most countries around the globe are trying to achieve. Education is one of the major factors that can bring about significant change as it can shape young minds to nurture a more equal future. This thesis aims to look at a very specific but important part of the education system: textbooks, by investigating them through the lens of intersectionality and gender roles. The purpose is to identify what the status of Indian textbooks is in terms of gender and intersectional awareness and identify gaps if there are any so that necessary interventions could be design

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Olsson, Fredrik. "Post-Colonial Reading: Cultural Representations of Ethnicity and National Identity in English Textbooks for Swedish Upper Secondary School." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-28232.

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The aim of this study is to examine if English textbooks offer a cultural perspective of the English-speaking world in accordance with Swedish ordinances and recent research. The research question is: How is the English-speaking world culturally represented in English textbooks for Swedish upper secondary school course A in terms of ethnicity and national identity? The study comprises four textbooks from 2000 or later. The analysis is carried out within the framework of post-colonial theory. Four aspects are focused on: the ideological point of view, the representation of ethnicity, the repres

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Bergqvist, Anna. "Models of chemical bonding : Representations Used in School Textbooks and by Teachers and their Relation to Students´Difficulties in Understanding." Licentiate thesis, Karlstads universitet, Avdelningen för kemi och biomedicinsk vetenskap, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-15376.

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This thesis focuses on how school textbooks and teachers present models of chemical bonding in upper secondary schools in Sweden. In science, as well as in science education, models play a central role, but research has shown that they often are difficult for students to understand. In science education, models are presented to students mainly through textbooks and teachers, and textbooks influence teachers’ teaching. The aim of this thesis was to investigate how textbooks and teachers present models of chemical bonding with respect to students’ difficulties in understanding. To analyze repres

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Silva, Eliane de Jesus Araujo da. "O OUTRO LADO DO ESPELHO: representação do índio em livros didáticos." Universidade Federal do Maranhão, 2014. http://tedebc.ufma.br:8080/jspui/handle/tede/277.

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Made available in DSpace on 2016-08-17T13:54:43Z (GMT). No. of bitstreams: 1 Dissertacao ELIANE DE JESUS.pdf: 1611797 bytes, checksum: b3993efe05225668d2a7c95fe0138fd9 (MD5) Previous issue date: 2014-07-10<br>This study seeks to analyze the representations of Indians in textbooks used in primary schools, in 4th and 5th grades from 1991 to 2010 by the indigenous communities of Tenetehara/ Guajajara people in southern Maranhão. Examines how the issue is treated in books used for non-indigenous schools in indigenous schools and books written by indigenous teachers produced in 2010, and the co

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Mirfakhraie, Amir Hossein. "Curriculum reform and identity politics in Iranian school textbooks : national and global representations of "race", ethnicity, social class and gender." Thesis, Vancouver : University of British Columbia, 2008. http://hdl.handle.net/2429/992.

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This study interrogates whose knowledge about the self and the other is represented to Iranian students in the 2004 and in selected pre-2004 editions of elementary and guidance school textbooks by analyzing how issues of identity politics, diversity, “citizenship” and development inform the construction of Iranian national identity since the introduction of various curriculum reforms (i.e.: global education) after the Revolution of 1978-79. I draw upon antiracism and transnationalism as discourses of analysis through which the West-East dichotomy is (re)evaluated and interrogated within the co

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