The purpose with this essay was to study and analyze how gender roles is represented in six different mathematic books for children in the third and fourth grade and to see if the books counteract or reinforces traditional gender roles. It was also to see if the mathematic books follow the goals in the curriculum. I had four questions that I focused on while analyzing the mathematic books: What kind of activities does girls and boys like in the exercises in the mathematic books? What does girls and boys own in the exercises in the mathematic books? What does the relationships look like between different persons in the mathematic books? Based on the results from questions 1-3, do these six mathematic books try to follow the curriculum? The results of this study shows that girls often can be interested in things that usually is seen as either girlish or boyish, while boys mostly is interested in things that is seen as boyish. I got almost the same results when it comes to the second question, girls can buy things that is often seen as either girlish or boyish, while boys mostly buy things that is seen as boyish. You can say that it is more ok for girls to act like and be interested in things that is seen as boyish than it is for boys to act like and be interested in things that is seen as girlish. The boy or the man is often seen as the norm and it is girls or women that have to change. Girls tend to be more caring and calm than boys, who often are more active and competing.The mathematic books both counteract and reinforce traditional gender roles. There are a few exercises in the books that counteract gender roles, but you can see a pattern where girls are mostly girlish and boys are mostly boyish.

Esta tese tem como objetivo estudar o trabalho de um grupo de professores de francês que participou do projeto de elaboração do livro didático público do Centro de Línguas Estrangeiras Modernas do Paraná, a fim de observar os traços de desenvolvimento profissional que podemos depreender dos textos produzidos no e sobre o trabalho ao longo desse processo. Para atingir esse objetivo, investigamos três conjuntos de textos: i) os textos que fornecem as orientações para o trabalho; ii) os textos produzidos pelos professores participantes durante a realização do trabalho (emails e relatos de experiência) e iii) os textos das entrevistas de autoconfrontação e da reunião de retrospectiva final do trabalho. As análises desses textos procuraram evidenciar como a situação de trabalho é percebida pelos professores e como isso pode repercutir em sua atividade. Para desenvolver esse estudo, adotamos duas linhas teórico-metodológicas que colocamos em diálogo, pois são decorrentes do mesmo referencial teórico, ancorado principalmente nos estudos de Vigotski ([1934] 1997, 2003, 2004). Sendo assim, adotamos o quadro teórico-metodológico proposto pela Clínica da Atividade (CLOT, 1999, 2010; CLOT et al., 2001; CLOT; FAITA, 2000) e pela Ergonomia da Atividade dos Profissionais da Educação (AMIGUES, 2002, 2004; SAUJAT, 2002, 2004, 2010; FAITA, 2004; FAITA; SAUJAT, 2010) para o estudo sobre o trabalho e, mais especificamente, o trabalho do professor, e o referencial teórico do Interacionismo Sociodiscursivo (BRONCKART, 1999, 2005, 2006, 2008, 2013) que investiga o agir humano tendo como base a linguagem. Essas duas vertentes são complementares e foram usadas para nossas análises e interpretações. Os resultados de nossas análises nos permitiram observar como os diferentes gêneros produzidos na situação de trabalho (emails, relatos, autoconfrontações, reunião de retrospectiva) auxiliam no desenvolvimento profissional e nos permitiram compreender que o processo formativo deve possibilitar espaços, tempos e gêneros textuais diferenciados para que os professores possam se apropriar deles, de acordo com seu contexto de trabalho e nível de desenvolvimento pessoal, transformando-os em instrumentos para seu desenvolvimento profissional. / The thesis purpose is to study the work of French teachers involved on the project of writing a public textbook to the Center of Foreign Modern Languages of Parana State. In this way, we intended to observe the professional development traits that can be seen from texts produced during and about this process. To achieve this point we investigated three texts sets: a) the texts which provide guidelines for the work; b) the texts produced by involved teachers during the work (emails and reports) and c) the texts of self-confrontation interviews and retrospective meeting in the final work. The texts analysis showed how the work situation is perceived by the teachers and how it could impact on their activity. To develop this study we adopted two theoretical and methodological lines in dialogue as they are related to the same theoretical framework, mainly anchored on Vigotski studies ([1934] 1997, 2003, 2004). Therefore, we adopted the theoretical and methodological framework proposed by the Activity Clinic (CLOT, 1999, 2010; CLOT et al., 2001; CLOT; FAITA, 2000) and Activity Ergonomics of Education Professionals. (AMIGUES, 2002, 2004; SAUJAT, 2002, 2004, 2010; FAITA, 2004; FAITA; SAUJAT, 2010) to the work study and more specifically the teachers work, and the Socio-discursive Interactionism theoretical framework (BRONCKART, 1999, 2005, 2006, 2008, 2013) that investigates the human action based on language. These two theoretical frameworks are complementary and have been used on analysis and interpretations. The analysis results allowed us to observe how different textual genres produced in the work situation (emails, reports, self-confrontation interviews, retrospective meeting) support the professional development and allowed us to understand that the teacher formative process must provide special spaces, times and textual genres for teachers to transform them into tools for their development, according to their professional environment and personal development.

Estudo de revisão integrativa da literatura científica com a finalidade de identificar e analisar as características da comunicação dos materiais escritos impressos elaborado por enfermeiros brasileiros, que subsidiam as orientações em Enfermagem, baseado em 22 artigos nacionais selecionados no Portal BVS (Biblioteca Virtual em Saúde) e BVS temática em Enfermagem, sem limite de período, a partir de descritores previamente definidos e palavras-chave, visto o baixo número encontrado só com descritores (quatro artigos). A análise dos estudos apontou que quanto aos objetivos, o de maior frequência foi relatar o processo de elaboração do material, 7 (32,0%). Quanto aos delineamentos de pesquisa, identificamos que 11 (50,0%) são estudos qualitativos, quando o público alvo são os pacientes, 11 (79,0%) artigos são destinados aos adultos e quando destinados aos acompanhantes, 6 (43,0%) são direcionados para acompanhantes de neonatos. Com relação à especialidade para qual o material se destina se destacam: neonatologia e oncologia, representando 4 (18,0%) cada uma delas. Quanto ao local onde o material escrito é utilizado destacam-se os hospitais e ambulatórios, com 9 (41,0%) cada um deles. Em relação ao nome utilizado para o material escrito, o mais frequente foi cartilha, com 6 (27,0%). Observou-se que 15 (68,0%) dos estudos apresentavam preocupação com a elaboração do material escrito, sendo que o aspecto relevante mais citado foi conteúdo, com 12 (26,0%). Em 10 (45,0%) artigos houve avaliação do material escrito, sendo em 8 realizada por pacientes e em 2 por profissionais. Pelos números e resultados apresentados concluímos que o tema materiais escritos impressos de orientação em enfermagem é pouco estudado e que a enfermagem precisa desenvolver pesquisas cientificas em relação ao tema. Os resultados apontam uma grande variedade e pouco consenso entre os autores quanto à terminologia usada para o material escrito impresso de orientação. Conclui-se ainda que haja questões a serem respondidas no processo de avaliação dos materiais, no que se refere à periodicidade dessa avaliação. / Study integrative review of the scientific literature in order to identify and analyze the characteristics of printed communication of written materials prepared by Brazilian nurses who subsidize Nursing guidelines based on 22 national articles on selected Portal VHL (Virtual Health Library) and VHL theme in Nursing, unlimited period, from previously defined descriptors and keywords, since the low number found only with descriptors (4 items). The studies showed that the aims, the most frequent was to report the process of preparing the material 7 (32,0%). Regarding research designs, we identified 11 (50,0%) are qualitative studies, when the target audience are the patients, 11 (79,0%) articles are intended for adults and when intended for caregivers, 6 (43,0%) are targeted for companions neonates. Regarding the art to which the material is intended as: oncology and neonatal, representing four (18,0%) each. As to where the written material is used to highlight the hospitals and clinics, with 9 (41,0%) each. Regarding the name used for the written material, the most frequent was primer, with 6 (27,0%). It was observed that 15 (68,0%) of the studies were concerned with the preparation of written material, and the most important aspect was quoted content, with 12 (26,0%). In 10 (45,0%) articles were written evaluation of the material being performed in 8 patients and in 2 by professionals. By the numbers and conclude that the results presented written materials printed issue guidance in nursing is understudied and that nursing needs to develop scientific research on the topic. The results show a wide variety and little consensus among authors as to the terminology used for printed material written guidance. It is concluded that there are still questions to be answered in the evaluation of materials, with regard to the periodicity of the evaluation.

Submitted by Renata Lopes (renatasil82@gmail.com) on 2016-02-05T11:00:17Z No. of bitstreams: 1 lilianaparecidaalmeidagarritdossantos.pdf: 978756 bytes, checksum: a79d34c75b5f851f55c6409acd2655b3 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-02-05T11:52:27Z (GMT) No. of bitstreams: 1 lilianaparecidaalmeidagarritdossantos.pdf: 978756 bytes, checksum: a79d34c75b5f851f55c6409acd2655b3 (MD5) / Made available in DSpace on 2016-02-05T11:52:27Z (GMT). No. of bitstreams: 1 lilianaparecidaalmeidagarritdossantos.pdf: 978756 bytes, checksum: a79d34c75b5f851f55c6409acd2655b3 (MD5) Previous issue date: 2014-08-21 / Este estudo descreve e analisa o processo de implementação, no ano de 2012, do Projeto Reforço Escolar, no Ensino Médio, em uma escola estadual do município de Japeri, a fim de solucionar a seguinte questão: quais estratégias devem ser adotadas para ampliar a adesão dos alunos ao projeto. Por estarmos falando de ofertar um ensino que, de fato, atinja o aluno e eleve seu desempenho acadêmico, torna-se necessário o alinhamento dos recursos oferecidos para que estes alcancem o público-alvo e sejam eficazes. O estudo tem início em uma unidade escolar, identificando os pontos fortes e fracos do programa com a finalidade de traçar ações educacionais, que levem o projeto Reforço Escolar a atingir seus objetivos. O trabalho foi dividido em três capítulos. O primeiro apresenta o cenário educacional do Estado do Rio de Janeiro, o perfil do aluno do Ensino Médio, a proposta do projeto Reforço Escolar e a realidade da unidade escolar estudada, assim como a Regional onde está localizada. No segundo capítulo, utilizamos dois métodos: o primeiro consistiu em analisar quais habilidades foram exploradas nos exercícios que constam no material pedagógico utilizado nas aulas do projeto, nas turmas do 2º ano do Ensino Médio (3º bimestre) e compará-lo com as habilidades e competências do Currículo Mínimo do mesmo ano de escolaridade e bimestre. Por fim, estudamos as habilidades que foram cobradas nos itens do Saerjinho, no mesmo período. No segundo momento, foi aplicado um questionário aos alunos, analisado pela escala de Likert, com a finalidade de averiguar o posicionamento dos estudantes em relação ao projeto. Durante o estudo realizado a partir dos dados tabulados, foram utilizados como referencial teórico os autores: Lino de Macedo (2007), Telma Weisz (2011), Celso Vasconcellos (1994/2002), Melchior (1998), Luckesi (2005) e Pierre Bourdieu, apresentado por Maria Alice Nogueira e Cláudio Martins Nogueira (2004). E, finalmente, no terceiro capítulo foi apresentado um plano de atendimento educacional com ações que buscam sanar as situações críticas identificadas. / This study describes and analyzes the implementation process of the School Reinforcement Project in High School Education at a public school in the municipality of Japeri in 2012. It aims at solving the following question: what strategies should be adopted to expand the participation of the students in the project. As we are talking about offering an education that actually reaches the students and raises their academic performance, it is necessary to align the available resources so that they reach the target audience to make it more effective. The study begins in a school unit, identifying its strengths and weaknesses in order to draw leading educational activities for the School Reinforcement Project to achieve its goals. The work was divided in three chapters. The first one presents the educational setting of the State of the Rio de Janeiro, the profile of the student of the secondary education, the proposal of the project School Reinforcement and the reality of the school unit studied, as well as the Regional where is located. In the second chapter, we utilize two approaches: The first one consisted of analyze the teaching materials utilized in the classes of the project, in the groups of the 2º year of the secondary education (3º two-month period) and compare them with the abilities and competences of the Most minimum Curriculum of the same year of schooling and two-month period. Finally, we study the abilities that were charged ourselves articles of the Saerjinho, in the same period. In the second moment, was applied a questionnaire to the students, analyzed by the scale of Likert, with the purpose of ascertain the positioning of the students regarding the project. During the study carried out from the controlled facts, were utilized like theoretical yardstick the authors: Lino of Macedo (2007), Telma Weisz (2011), Celso Vasconcellos (1994/2002), Melchior (1998), Luckesi (2005) and Pierre Bourdieu, presented by Maria Alice Walnut and Cláudio Martins Walnut (2004). And, finally, in the third chapter was presented a plan of educational service with actions that are going to cure the critical situations identified.

Introdução: A incontinência urinária (IU) acomete um grande contingente de mulheres e é considerada uma das novas epidemias do século XXI. Objetivo: elaborar um material educativo para promover o autocuidado de mulheres com IU. Os objetivos específicos foram explorar as experiências vividas por mulheres com IU; identificar as dúvidas e necessidades dessas mulheres relacionadas à IU; levantar dificuldades e potencialidades no enfrentamento dos problemas relacionados à IU. Referencial Teórico: As premissas interacionistas e dialógico-educativas de Paulo Freire alicerçaram este estudo. Metodologia: Foi desenvolvida uma pesquisa-ação (PA) com dois grupos (G1 e G2) de mulheres portadoras de IU. O G1 composto por 12 mulheres de um hospital do Sistema Único de Saúde, do Município de Macapá-AP. O G2 por dez mulheres da rede privada do mesmo município. As quatro fases da PA foram diagnóstico da realidade; planejamento e execução das ações educativas; elaboração e validação do material educativo; avaliação reflexiva. Os dados do diagnóstico da realidade foram obtidos em oito sessões de grupos focais (GFs). As ações educativas desenvolveram-se em quatro oficinas com os G1 e G2 e a avaliação reflexiva numa única sessão. A análise indutiva e interpretativa dos dados gerou seis categorias. O material educativo, ilustrado com figuras inéditas, teve por base evidências científicas atualizadas. A versão preliminar foi submetida à avaliação de peritos e à apreciação das mulheres. Resultados: Os itens principais do material educativo são: Conheça mais sobre a incontinencia urinária IU); Como descubro se tenho IU?; Conheça os três tipos de IU mais frequentes; A IU e o parto; A IU tem cura?; Tratamentos que existem para a mulher que tem IU; Como a IU pode afetar a vida sexual e amorosa?; As leis brasileiras para a saúde da mulher; Sugestões de mulheres para melhoria da assistência e tratamento da IU. As categorias que descrevem a experiência da IU são: 1. A urina sai sem querer: o processo de descoberta da doença; 2.Variados motivos levam a esta doença: as percepções das mulheres sobre as causas da IU; 3. Uma doença estigmatizante: significados negativos atribuídos à IU; 4. Uma doença que causa reflexos negativos na vida cotidiana: consequências sobre a vida social e a saúde; 5. Sexualidade e vida sexual afetadas: consequências da IU na vida íntima; 6. Desconhecida das mulheres e desconsiderada pelos profissionais: motivos da busca tardia pelo tratamento da IU. Discussão: As categorias reafirmaram resultados de outros estudos. As mulheres com IU sofrem danos físicos e psicológicos, com impactos negativos em sua qualidade de vida, entre outros, a vida sexual e social. Mesmo sendo patologia relevante, a IU está silenciada nas políticas públicas de saúde, por diversas deficiências, impedindo a prevenção e promoção da saúde das mulheres. As deficiências incluem falhas na infraestrutura assistencial, na escuta e tratamento humanizados pelos profissionais de saúde. Considerações finais: Espaços específicos de educação em saúde gerariam o empoderamento das mulheres na busca de estratégias de promoção da sua saúde. Pretende-se que o material educativo auxilie a educação e promoção da saúde das mulheres portadoras de IU. / Introduction: Urinary incontinence (UI) affects a large contingent of women and is considered one of the new epidemics of the 21st century. Objective: to elaborate an educational material to promote the self-care of women with UI. The specific objectives were to explore the experiences of women with UI; Identify the doubts and needs of these women related to UI; Difficulties and potentialities in facing UI-related problems. Theoretical Framework: The interactionist and dialogical-educational premises of Paulo Freire supported this study. Methodology: An action research (AR) was developed with two groups (G1 and G2) of women with UI. The G1 was composed of 12 women from a hospital of the Unified Health System of the city of Macapá-AP. The G2 by ten women from the private network of the same municipality. The four phases of AR were diagnostic of reality; planning and execution of educational actions; rreparation and validation of educational material, and reflective evaluation. Data related to the diagnosis of reality was obtained through eight focus group sessions (FGs). The educative activities were developed through four workshops with the G1 and G2 and the reflexive evaluation in a single session. The inductive and interpretive analysis of the data generated six categories. The educational material, illustrated with original figures, was based on updated scientific evidence. The draft was submitted to expert assessment and to the appreciation of women. Results: The main items of educational material are: Learn more about UI); How do I find out if I have UI?; Know the three most common types of UI; UI and childbirth; Does UI have a cure? ; Treatments that exist for the woman who has UI; How can UI affect sexual and loving life? Brazilian laws for the health of women; Suggestions from women to improve UI care and treatment. The categories that describe the UI experience are: 1. The urine leaves unintentionally: the process of finding the disease; 2. Various reasons lead to this disease: women\'s perceptions about the causes of UI; 3. A stigmatizing disease: negative meanings attributed to UI; 4. A disease that causes negative reflexes in daily life: consequences on social life and health; 5. Sexuality and sexual life affected: consequences of UI on the intimate life; 6. Unknown to women and disregarded by professionals: reasons for the late search for UI treatment. Discussion: These categories reaffirmed results from other studies. Women with UI suffer physical and psychological damages, with negative impacts on their quality of life, among others, sexual and social life. Although it is a relevant pathology, the UI is silenced in public health policies, due to several deficiencies, hindering the prevention and promotion of women\'s health. The deficiencies include failures in healthcare infrastructure, humanized listening and treatment by health professionals. Final considerations: Specific spaces of health education would generate the empowerment of women in search of strategies to promote their health. It is intended that the educational material contributes to the education and health promotion of women with UI.

As transfusões sanguíneas constituem-se uma ferramenta indispensável na prática médica atual, sendo a captação e retenção de doadores uma preocupação de todo serviço hemoterápico, assim como a segurança dos doadores e receptores. Neste sentido, a educação prévia à doação de sangue exerce papel fundamental, sendo etapa obrigatória no processo de doação. Um doador bem orientado significa menor risco transfusional e maior probabilidade de retorno. Este trabalho descreve a elaboração e aplicação de um vídeo contendo informações necessárias à conscientização prévia à doação de sangue. Após o levantamento das necessidades de conteúdo, através da legislação, literatura e de grupo focal com doadores, produziu-se um vídeo que foi apresentado previamente à doação. Foram incluídos 500 doadores no grupo conscientizado com o vídeo e 500 no grupo controle, conscientizados com palestras, conforme rotina do serviço, sendo 25% de primeira vez e 75% de retorno. Após a doação, os doadores responderam a um questionário para avaliação dos conhecimentos adquiridos e os grupos foram comparados entre si. Responderam ao questionário 118 e 121 doadores de primeira vez e 375 e 345 de retorno, nos grupo do vídeo e controle, respectivamente. A distribuição dos doadores entre os grupos foi homogênea, não variando em relação a faixas etárias, gênero, escolaridade, número de comparecimentos e motivação para a doação. Quanto à nota obtida no questionário, foi significativamente superior para o grupo do vídeo em relação ao controle, marcadamente ente os doadores de primeira vez. Dentre as faixas etárias analisadas, foi inferior para a faixa etária maior de 50 anos. Os doadores de primeira vez tiveram notas inferiores em relação aos de retorno. A apresentação do vídeo não interferiu nas taxas de inaptidão clínica à doação, de situação de risco para doenças transmissíveis, de reações vasovagais, nem nos resultados sorológicos, sendo semelhantes ao grupo controle. A satisfação geral com o atendimento, medida através de instrumento padrão do serviço, foi superior no grupo do vídeo em relação ao grupo controle. Conclui-se que a ferramenta audiovisual é adequada à informação e educação dos doadores de sangue antes da efetivação da mesma, sendo de especial interesse para os doadores de primeira vez, gerando maior satisfação com o atendimento. / Blood Transfusions are an essential tool in the current medical practice, in which the capture and retention of donors is a concern of every hemotherapy service, as well as the safety of both, the donors and the receptors. Therefore, prior education to blood donation has a fundamental role for being a compulsory stage in the donation process. A well-targeted donor means less transfusion risk and more probability of return. This work describes the development and implementation of a video containing information necessary for prior awareness regarding to blood donation. After collecting data about the need of content, through the legislation, literature and focus group with donors, it was produced a video which was presented before the donation. There were 500 donors included in the group aware of the video and 500 in the control group, conscious with speeches, according to the service routine, being 25% of first time and 75% of regular donors. After the donation, the donors answered a questionnaire to evaluate the knowledge gained and the groups compared with each other. Donors from video and control group answered the questionnaire: 118 and 121 of the first time donors, and 375 and 345 regular donors, respectively. The distribution of donors among the groups was homogeneous, not varying according to age, gender, schooling, number of attendances and motivation for donation. Regarding the score of the questionnaire, it was significantly higher in the video group compared to the control group, especially for first time donors. It was lower for people over 50 years old related to the other ages, and for first time donors, related to the regular ones. The video presentation did not interfer in rates such as clinical deferral to donation, the situation of risk for communicable diseases, vasovagal reactions, not even in serological results, being similar to the control group. The general satisfaction with the attendance, which was measured through a service standard instrument, was higher in the video group compared to the control group. In conclusion, the audiovisual tool is suitable to the information and education of the blood donors before the completion of it, being of a special interest to all first time donors, generating greater satisfaction with the attendance.

Das Internet verändert die Möglichkeiten des Lernen und Lehrens und auch die Arbeitsweise von Wissenschaftler/inne/n und Lehrenden. Frei zugängliche Lernmaterialien zu erstellen, zu modifizieren und in der Lehre einzusetzen ist eine Konsequenz aus technischen Möglichkeiten und Veränderungen der Wahrnehmung und Nutzung der Möglichkeiten des Teilens und Tauschens im Bereich der Bildung. Am Beispiel des Lehrbuchprojektes „Lehrbuch für Lernen und Lehren mit Technologien“ (L3T) wird in diesem Beitrag aus Perspektive der Initiatoren davon berichtet, wie sich solche neuen Formen und Wege gestalten (können) und welche Erfahrungen damit gemacht wurden. Dazu wird das Projekt L3T mit drei derzeit neuartigen Formen von Initiativen verglichen: (a) mit Initiativen zu offenen Bildungsressourcen, (b) mit Crowd-Sourcing-Initiativen und (c) mit offenen Bildungsinitiativen.

Matematiken är en stor del av vårt vardagsliv. Matematikundervisningen är idag till stor del läroboksbaserad och abstrakt vilket inte bidrar till långsiktiga användbara kunskaper. Då lärare vittnar om att elevernas matematiska förståelse är låg, är syftet med denna kunskapsöversikt att undersöka hur matematikläroboken kan kompletteras för att eleverna ska utveckla matematisk förståelse. Matematisk förståelse i skolan är nära förknippat med meningsskapande. Meningsskapande handlar om att se matematikens användbarhet, som är ett värdefullt redskap för individen och samhällsmedborgaren för att lösa vardagliga problem.      Detta är en kunskapsöversikt som består av åtta vetenskapliga artiklar. Artiklarna är inhämtade från en forskningsdatabas. Artiklarna är tematiserade och analyserade för att kunna svara på vår frågeställning. Vårt huvudsakliga fokus är lågstadiet.   Slutsatsen av denna kunskapsöversikt är att läroböcker ska ses som en resurs som behöver kompletteras för att uppnå matematisk förståelse. Undervisning behöver bli vardagsanknuten, erfarenhetsbaserad och ämnesöverskridande, där läraren intar en ansvarsfull ledarroll istället för att agera förmedlare av ett matematiskt innehåll. Arbetsmetoden konkret-illustrerande-abstrakt, som är en översättning från engelskans concrete – pictorial – abstract (CPA), utgår ifrån det konkreta och arbetar mot det abstrakta. Genom att undervisningen utgår ifrån CPA   och laborativt material gynnas elevernas matematiska förståelse. Det väsentliga blir att synliggöra sambandet mellan den konkreta vardagen och den abstrakta läroboksmatematiken. / Mathematics is a large part of our everyday life. Mathematics teaching today, is largely influenced by mathematics textbooks and are abstract, and does not contribute to long-term useful knowledge. Teachers testify that students mathematical understanding is low. Because of this, the aim of this research is to examine how the mathematic teaching has to change to make the students achieve this. Mathematical understanding is closely associated with meaning making. Meaning making is about seeing the usefulness of mathematics, as a useful tool for the individual and the citizen of society that can be used to solve everyday problems.      This is a knowledge overview. The result data consist of eight scientific articles that were collected from a research database. The articles were themed and reviewed to be able to answer our question. Our main focus for the conclusion is primary school.   The result shows that mathematic textbooks have to be seen as a resource that needs to be supplemented to achieve mathematical understanding. The teaching has to become everyday connected, experience-based and interdisciplinary, where the teacher is taking a responsible leading role, instead of being an intermediary of the mathematical content. The working method concrete - pictorial - abstract (CPA), starts with the concrete and work towards the abstract. Through teaching with CPA and manipulatives, befriends the student´s mathematical understanding. The key point is to make the connection between the concrete everyday life, and the abstract textbook.

In today’s society it’s important to teach our pupils to identify the messages in the texts they meet. From a critical literacy perspective, no text is neutral and analysing texts is about learning how language is related to power and how it affects us. The purpose of this degree project has therefore been to create, test and evaluate a material that aim to enable pupils´ development of strategies for critical reading and writing as well as providing support for the teacher in working with texts from a critical literacy perspective. The study is based on theoretical views within literacy with a socio-constructivist view on language, where learning takes place in a social context, through communication. This interventional study was conducted in a Swedish school with pupils aged 9–10 years. We observed two lessons where the material was used in teaching, to examine how critical reading and writing activities were carried out in practice. Interviews were also made with the teacher and some of the pupils in the class, to further examine how the material was perceived. Our analysis shows that strategies for reading comprehension such as, questioning, summarizing, predicting, clarifying, making connections and creating mental images was being used before, during and after the reading. When reading strategies were used without explicit instructions the pupils was given the opportunity to make connections to their previous experiences from various literacy practices when needed, in order to build their comprehension of the text. Moreover, the material provided support for the teacher in working with critical reading and writing but did not affect the teacher´s general approach to reading and writing.

Motor vehicle crashes are the leading cause of unintentional injury-related death among children ages 14 and under and of these children who were fatally injured more that 60 % were not using safety restraints at the time of the collision. Children who are too large for child safety seats are often restrained improperly or not at all. In addition, many children are being shifted from child safety seats to adult safety belts prematurely. For proper protection, children who have outgrown child safety seats require booster seats combined with vehicle lap/shoulder belts. A booster seat raises a child up so that the lap and shoulder belts fit properly. The current research went through a systematic approach, from several perspectives, to develop an effective pamphlet to increase behavioral compliance of purchasing a booster seat. The pamphlet developed throughout these studies had a substantial and positive effect on intention and perceived control as well as a meaningful and substantial impact on actual purchase behavior. In addition, the associated guidelines that were developed allow others to produce effective printed educational materials. This research consisted of five studies described below. Study 1 consisted of 43 subject matter experts who were used to determine pertinent information that should be included in a complete booster seat pamphlet. Nine of the 20 items showed significance and were included in the first iteration of the pamphlet. Study 2 consisted of 5 parents of children who should be in booster seats and were not at the time of the study, evaluated the usability of the first iteration pamphlet. A total of 18 items were changed in the pamphlet and a subsequent second iteration of the pamphlet was developed. Study 3 consisted of 30 parents of children who should be in booster seats and were not at the time of the study, were used to assess the comprehensibility (Cloze test), hazard-risk judgments (carefulness ratings), and understandability (questionnaire) of three booster seat pamphlets. Significance was found for the second iteration pamphlet in both comprehensibility and understandability, but no significance was found in risk perception. Study 4 consisted of 8 human factors graduate students who were used to assess the reading level (SMOG test), instructional design and inclusion of learning principles (BIDS-3 test), and readability (RAINS test) of three booster seat pamphlets. The second iteration pamphlet and two existing industry pamphlets were used in Studies 3 and 4 and significance was found for the second iteration pamphlet in both instructional design and learning principles as well as readability and was the only pamphlet to have a reading level under 8th grade. Subsequent to these studies a third iteration of the new pamphlet was developed. Study 5 consisted of 45 parents of children who should be in booster seats and were not at the time of the study. Three booster seat pamphlets, two from the child passenger safety industry and the third iteration pamphlet were used as treatments (15 participants per group). Effectiveness of the intervention was tested by assessing three variables, intent to purchase (revealed that when intent was high purchase was high), perceived control of purchasing (revealed that when perceived control was high purchase was high), and actual purchase behavior (third iteration pamphlet showed a significantly higher purchase rate than the industry pamphlets). Of the 19 participants who purchased a booster seat, there were 12 (63%) in the third iteration pamphlet group, 2 (11%) in the alternate 1 pamphlet group, and 5 (26%) in the alternate 2 pamphlet group, and 100% of those who purchased, reported that they use them each time their child rides in a vehicle. This research increased our understanding of information design and well as generating general design guidelines for pamphlets. In addition, this research produced a pamphlet for credible sources to use as an education tool for parents who have children who should be in booster seats and are not placed in them when riding in a vehicle. / Ph. D.