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<p>Språket är en viktig del i matematikundervisningen. Forskning visar att språket är betydelsefullt för utvecklingen av ny kunskap och man har också kunnat se ett samband mellan språklig och matematisk förmåga. Undersökningar har dock visat att det ökade fokus på kommunikation och samspel inom matematikundervisningen som aktuell läroplan och kursplan förordar inte helt har slagit igenom inom skolan. För att ta reda på lärares syn på språkets betydelse i matematikundervisningen och även få en aktuell bild av undervisningssituationen ur ett språkligt perspektiv har en kvalitativ intervjuundersökning genomförts bland sex mellanstadielärare i en svensk kommun.</p><p>Undersökningen visar att samtliga intervjuade lärare anser att språket är viktigt i matematikundervisningen. Däremot skiljer det sig åt när det gäller vilken betydelse de anser att det har. Enskilt arbete utgör här, liksom i tidigare undersökningar, den största delen av undervisningen, även om hälften av lärarna aktivt arbetar med matematiska samtal eleverna emellan. En av de slutsatser som dras av undersökningen är att om kursplanens mål gällande en kommunikativ förmåga ska kunna uppnås, måste eleverna regelbundet få skriva, samtala och diskutera kring matematiska frågor.</p> / <p>Language is an important part of mathematics education. Research shows that language is significant for knowledge development and that there is a connection between linguistic and mathematical ability. Investigations have shown, though, that the increased focus on communication and pupil interaction within the mathematics education, recommended in the curriculum and syllabus, have not yet reached the desired effect. In order to find out about teachers’ views on the significance of language in mathematics education, and also to get an update of the current educational situation from a linguistic perspective, a qualitative investigation has been made among six primary-school teachers.</p><p>The investigation shows that all teachers interviewed believe language to be important in mathematics education. They do, however, differ in their opinions of where the significance lies. The main part of mathematics lessons is, as noted in previous investigations, used for individual schoolwork, even though half the group of teachers actively practise mathematical communication amongst the pupils. One of the conclusions that can be drawn from this investigation is that if the syllabus’ objective about communicative ability is to be achieved, the pupils must be allowed to write and discuss mathematical issues on a regular basis.</p>

Språket är en viktig del i matematikundervisningen. Forskning visar att språket är betydelsefullt för utvecklingen av ny kunskap och man har också kunnat se ett samband mellan språklig och matematisk förmåga. Undersökningar har dock visat att det ökade fokus på kommunikation och samspel inom matematikundervisningen som aktuell läroplan och kursplan förordar inte helt har slagit igenom inom skolan. För att ta reda på lärares syn på språkets betydelse i matematikundervisningen och även få en aktuell bild av undervisningssituationen ur ett språkligt perspektiv har en kvalitativ intervjuundersökning genomförts bland sex mellanstadielärare i en svensk kommun. Undersökningen visar att samtliga intervjuade lärare anser att språket är viktigt i matematikundervisningen. Däremot skiljer det sig åt när det gäller vilken betydelse de anser att det har. Enskilt arbete utgör här, liksom i tidigare undersökningar, den största delen av undervisningen, även om hälften av lärarna aktivt arbetar med matematiska samtal eleverna emellan. En av de slutsatser som dras av undersökningen är att om kursplanens mål gällande en kommunikativ förmåga ska kunna uppnås, måste eleverna regelbundet få skriva, samtala och diskutera kring matematiska frågor. / Language is an important part of mathematics education. Research shows that language is significant for knowledge development and that there is a connection between linguistic and mathematical ability. Investigations have shown, though, that the increased focus on communication and pupil interaction within the mathematics education, recommended in the curriculum and syllabus, have not yet reached the desired effect. In order to find out about teachers’ views on the significance of language in mathematics education, and also to get an update of the current educational situation from a linguistic perspective, a qualitative investigation has been made among six primary-school teachers. The investigation shows that all teachers interviewed believe language to be important in mathematics education. They do, however, differ in their opinions of where the significance lies. The main part of mathematics lessons is, as noted in previous investigations, used for individual schoolwork, even though half the group of teachers actively practise mathematical communication amongst the pupils. One of the conclusions that can be drawn from this investigation is that if the syllabus’ objective about communicative ability is to be achieved, the pupils must be allowed to write and discuss mathematical issues on a regular basis.

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Vår samtid genomgår stora förändring i allt från digitalisering till klimatpåverkan och ett resultat av detta är vår längtan efter att få uppleva och ta del av innehåll som påminner oss om en svunnen tid. Nostalgiska inslag finns i många delar av vårt samhälle och denna uppsats undersöker hur ett tidigare decennium representeras i en samtida medieprodukt och bidrar till en nostalgisk upplevelse. Idag finns det en förkärlek till en 80-talsnostalgi vilket blir synligt i många nyproducerade filmer och serier. I uppsatsen analyseras hur man i serien Sex Education (2019-2020) har valt att representera 80-talet i en samtida kontext för att skapa en nostalgisk effekt hos mottagaren. Vidare blir effekten av att blanda ett nostalgiskt grepp (nostalgisk mise-en-scene, musik och genrerefenser) med ett nutidsgrepp (den moderna gestaltningen av tematiken) att dessa kontraster skapar en friktion som väcker tittarens intresse. I uppsatsen tillämpas kvalitativ filmanalys, baserad på en kategoriserande modell, på estetik och tematik i serien Sex Education. Syftet är påvisa seriens nostalgiska inslag och belysa hur de skapas. / Our present time is experiencing a major change in everything from digitalisation to climate change, and one result of this is our longing to experience and share content that reminds us of another time. Nostalgic elements can be seen in many parts of our society and this essay examines how a past decade is represented in a modern media product and the nostalgic experience it generates. Today, there is a love for '80s nostalgia, which becomes visible in many newly produced films and series. The thesis is based on analyzing how the series Sex Education (2019-2020) has chosen to represent the 80s in a contemporary context to create a nostalgic effect on the recipient. Furthermore, the effect of mixing a nostalgic grip (nostalgic mise-en-scene, music and genre references) with a contemporary grip (the modern form of the theme) is that it creates contrasts which causes a friction that arouses the viewer's interest. The thesis applies qualitative film analysis, based on a categorizing model, to aesthetics and themes in the series Sex Education. The purpose is to demonstrate the series' nostalgic features and highlight how they are created.

Experimentets art och roll i naturvetenskaplig undervisning är ett fundamentalt och omfattande ämne. I föreliggande litteraturstudie görs ett försök att sätta in frågan i ett historiskt, pedagogiskt och vetenskapligt sammanhang. Innan experimentets roll diskuteras, ställs dock frågan vad naturvetenskap är, varför och hur det skall undervisas, och vad som kännetecknar praktiskt arbete och experimentell verksamhet i skolan. Med denna bakgrund refereras några forskares och lärares erfarenheter och åsikter. Det visar sig, föga överraskande, att formerna för och avsikterna med experiment i undervisningen är skiftande. Studien får därför ses som ett försök till kartläggning av frågeställningen, med avsikten att lyfta fram några representativa exempel. Slutsatsen måste bli, att titelns fråga har många möjliga svar. Den gemensamma nämnaren förefaller vara, att praktiskt arbete och experiment är önskvärda inslag i naturvetenskaplig undervisning, trots oenighet och osäkerhet beträffande deras mål och effektivitet. / The nature and role of experiment in science education is a fundamental and extensive subject. In the present literature survey, the subject is considered in a historical, pedagogical and scientific context. However, previous to discussing the role of experiment, we ask what science is, why and how we should teach it, and what characterizes practical and experimental work in school. Bearing this in mind, the experiences and opinions of some researchers and teachers are accounted for. We realize, not very surprisingly, that the methods and intentions for using experiment in science teaching are diverse. This work is consequently an attempt to map the subject and to bring forward some representative examples. The conclusion must be, that the question we have posed in the title has many possible answers. These appear to have in common, that practical and experimental work are considered desirable in science teaching, in spite of disagreement and doubt concerning their goal and efficiency.

Este trabalho trata da adequação do espaço para a escola infantil como um dos requisitos básicos para a inclusão da criança com necessidade especial. A pesquisa foi direcionada para as necessidades especiais físicas e visuais pois são as que demandam maiores adequações no espaço físico. O objetivo é o de lançar diretrizes de projeto arquitetônico para escolas de educação infantil, tornando esses espaços adequados às crianças com necessidades físicas e visuais. Desta forma, as crianças terão mais autonomia para vivenciar o espaço escolar e terão melhores condições de aprendizagem. O ambiente escolar deve oferecer espaços seguros, acessíveis e compatíveis com a metodologia pedagógica. Foi realizada uma pesquisa junto às escolas de educação infantil na cidade de São Carlos que atendiam em 2006, crianças com necessidades especiais, para detectar os problemas espaciais nos ambientes escolares infantis. Para coleta de dados foram utilizados vários procedimentos: entrevistas com diretores, aplicação de questionários aos pais e professores, realização de desenhos temáticos pelos alunos, fotografias e vistorias técnicas. Com base nos resultados da coleta de dados e levantamento bibliográfico, no final são apresentadas diretrizes de projeto arquitetônico. Tais diretrizes têm como objetivo tornar adequados os edifícios escolares destinados à educação infantil, otimizando o desempenho das crianças, principalmente das que apresentam necessidades especiais. / This work deals with adapting pre-school environments as one of the basic requirements to include children with special needs. The research was conducted for special physical and visual needs as they require more adaptations in a physical environment. The aim is to set guidelines of the architectural project for pre-schools making these environments suitable for children with physical and visual needs. Taking this into account, children will be more autonomous to experience the school environment, as well as have better learning conditions. The school environment should offer safe and accessible spaces which are compatible with the educational methodology. Research was carried out in pre-schools in the city of São Carlos attending children with special needs in 2006 to detect spatial problems in pre-school environments. In order to collect the data, various procedures were used: interviews with directors, asking parents and teachers to fill in questionnaires, asking the pupils to draw pictures of various themes, photographs and technical inspections. Based on the results from the data collection and literature review, at the end of the work guidelines of the architectural project are presented. The aim of these guidelines is to adapt pre-school buildings optimizing the performance of the children, mainly of those who have special needs.

Submitted by Luciana Ferreira (lucgeral@gmail.com) on 2018-03-20T12:39:32Z No. of bitstreams: 2 Dissertação - Alessandra Espindola Cardoso - 2018.pdf: 1524617 bytes, checksum: ddaa023a7e1a488a78b7b1c895531c80 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2018-03-20T12:40:09Z (GMT) No. of bitstreams: 2 Dissertação - Alessandra Espindola Cardoso - 2018.pdf: 1524617 bytes, checksum: ddaa023a7e1a488a78b7b1c895531c80 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2018-03-20T12:40:09Z (GMT). No. of bitstreams: 2 Dissertação - Alessandra Espindola Cardoso - 2018.pdf: 1524617 bytes, checksum: ddaa023a7e1a488a78b7b1c895531c80 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2018-03-08 / Fundação de Amparo à Pesquisa do Estado de Goiás - FAPEG / The objective of this research is to analyze Financial Education in basic and public education in Goiás. The general objective is to investigate and present the existing programs in basic and public education on Financial Education, we will focus on the More Education Program, the macro-field Environmental Education, Sustainable Development and Solidary and Creative Economy/ Economic Education (Fiscal Financial Education), and the Financial Education in Schools program. Regarding the theoretical reference, this work was guided by the studies of Dardot; Laval, Saviani, Harvey, Freidman, Hayek. Regarding the methodology, this research is bibliographical / documentary, since it involves reading, selection and registration of literature of interest for the proposed study, of a qualitative nature. To do so, we used the following techniques: a) content analysis to determine the theoretical methodological foundation that guides the research techniques, as well as a selection of bibliographical sources relevant to guidelines for Financial Education in the state of Goiás; and b) selection of documentary sources, where we will analyze the guiding documents of the More Education Program, as well as specifically an analysis of the Economic Education and Chemistry section of Macroeconomics Environmental Education, Sustainable Development and Solidary Economy and Creative / Economic Education; and the documents of the program "Financial Education in the School" with an analysis of the notebook of the teacher and the student of Block I, II and III of High School. You can follow your page with your writers and their choices. From the manipulation of Financial Education information to a working class, transforming these young people into only potential consumers, thus guaranteeing an increase in the collection of popular savings, an increase in the number of sales of supplementary pensions, and insurance, and, consequently, some control over the choices of the young people for financial products and services offered by the banking networks. In this context, the present work aims to contribute to an expansion of the vision of Financial Education, passing to an Economic Education that should include a critical view of the modus operandi of financial capitalism, from the perspective of the main economic schools, instead of privileging an economic conception specific, based on the acceptance and learning of economic principles convenient to financial capitalism. / Esta pesquisa tem como objeto de análise a Educação Financeira na educação básica e pública em Goiás. O objetivo geral é investigar e compreender os dois programas existentes na educação básica e pública sobre Educação Financeira, mais especificamente o Programa Mais Educação, com o macrocampo Educação Ambiental, Desenvolvimento Sustentável e Economia Solidária e Criativa/Educação Econômica (Educação Financeira Fiscal) e o Programa Educação Financeira na Escola. Quanto ao referencial teórico, este trabalho foi orientado pelos estudos de Dardot e Laval, Saviani, Harvey, Freidman, Hayek. No que se refere à metodologia, esta pesquisa é bibliográfica/documental, por envolver leitura, seleção e registro de literatura de interesse para o estudo proposto, de caráter qualitativo. Para tanto, empregamos as seguintes técnicas: a) análise de conteúdo para determinar o fundamento teórico-metodológico que orientou as técnicas de pesquisa, bem como a seleção das fontes bibliográficas pertinentes às diretrizes para Educação Financeira no âmbito escolar em Goiás; e o b) seleção das fontes documentais, nas quais analisamos os documentos norteadores do Programa Mais Educação, como também o caderno Educação Econômica, que é específico do macrocampo Educação Ambiental, Desenvolvimento Sustentável e Economia Solidária e Criativa/Educação Econômica (Educação Financeira Fiscal), e os documentos do programa Educação Financeira na Escola com a análise do caderno do professor e do aluno dos Blocos I, II e III do Ensino Médio. Os resultados sugerem a penetração do interesse das instituições bancárias em processos educacionais como uma possibilidade de equilibrar o superendividamento dos jovens em seus primeiros anos de salário e renda, atendendo, assim, a uma necessidade do mercado financeiro capitalista e também garantindo que as classes dominantes mantenham seus privilégios por meio da manipulação de informações básicas de Educação Financeira para com a classe trabalhadora, transformando esses jovens em apenas potenciais consumidores. Desse modo, garante-se o aumento da captação de poupança popular, o aumento na quantidade de vendas de aposentadorias complementares e seguros e, por consequência, exerce-se algum controle sobre as escolhas dos jovens por produtos e serviços financeiros oferecidos pelas redes bancárias. Nesse contexto, o presente trabalho visou contribuir com uma ampliação da visão de Educação Financeira, passando a uma Educação Econômica que deve incluir uma visão crítica dos modus operandi do capitalismo financeiro, sob a ótica das principais escolas econômicas, em vez de privilegiar uma concepção econômica específica, pautada na aceitação e na aprendizagem de princípios econômicos convenientes ao capitalismo financeiro.

Submitted by Luciana Ferreira (lucgeral@gmail.com) on 2015-01-16T13:17:29Z No. of bitstreams: 2 license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Dissertação - Marcelo Simplício de Lyra - 2014.pdf: 2216498 bytes, checksum: e17b32a5feca5b8118ebc97a0684a160 (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2015-01-16T13:45:49Z (GMT) No. of bitstreams: 2 license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Dissertação - Marcelo Simplício de Lyra - 2014.pdf: 2216498 bytes, checksum: e17b32a5feca5b8118ebc97a0684a160 (MD5) / Made available in DSpace on 2015-01-16T13:45:49Z (GMT). No. of bitstreams: 2 license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Dissertação - Marcelo Simplício de Lyra - 2014.pdf: 2216498 bytes, checksum: e17b32a5feca5b8118ebc97a0684a160 (MD5) Previous issue date: 2014-07-02 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / This research presents a new approach that aims to introduce linear programming into the high school taking into account the teaching techniques, teacher and student profiles, and the flexibility of the curriculum. The context of the linear programming involves problems with two or three variables, since problems with many variables cannot be easily considered in a high school curriculum, especially due to the time required to solve such problems. The approach is developed under an algebraic point of view, in which the linear problem‟s solutions are obtained by a resolution of systems of linear equations. The approach also considers a numerical and computer simulation software, denominated Octave®, in order to solve those systems of linear equations and, consequently, this software may be used as a tool that allows extending such approach to solve linear programming problems with several decision variables. / Esta pesquisa apresenta uma proposta de introdução da programação linear no ensino médio levando em consideração os métodos de ensino, o perfil profissional do professor, o perfil do estudante e a flexibilização do currículo escolar. O contexto da programação linear envolve problemas de duas ou três variáveis, uma vez que problemas com mais variáveis podem não se adequar ao currículo do ensino médio, em especial pelo fator tempo. Parte-se de um desenvolvimento algébrico, em que as soluções do problema são obtidas por meio da resolução de vários sistemas de equações lineares. A proposta também inclui utilizar um software de simulação numérica e computacional, denominado Octave®, para a resolução dos vários sistemas lineares e, consequentemente, ser usado como uma estratégia para estender a proposta para problemas de programação linear com várias variáveis de decisão.