The purpose of the essay is to examine the possibilities for students to learn mathematics with a variety of senses through the tasks in the teaching materials Nya matematikboken, Singma and Favorit matematik during school year 1. The focus is on visual, auditory and kinesthetic/tactile support. Furthermore, the aim is to investigate the different elements of the teaching material and the extent of the different support in them. With categories based on different sensory input, a thorough content analysis has been made to compare the three chosen teaching materials. The result shows that there are good grounds for learning through many senses. However, the support varies in total and in the different elements. Both similarities and differences have been distinguished. The results also clearly show the benefits of using the teaching materials fully.

This work is based on the introduction and methodology of CLIL type of teaching at elementary schools. This work is directed to the teaching math in English language, preparations of teaching materials and their uses at elementary school Matice Školske in České Budějovice and in virtual school Global school. Altogether five teaching themes were prepared. In the teoretical part CLIL is introduced as a form of teaching, further on the analyzing situation of using foreign languages in European states. In the practical part, teaching methods are presented in international school Townshed, where the author took preparation in teaching maths in English. Further the teaching of prepared materials took place at Matice Školská elementary school, where one lesson was filmed for an illustration, as well as in the virtual school Global School. Prepared teaching materials are provided by audio records of vocabularies suitables for usage at elementary schools as well as in the virtual surrounding of Global School. The themes of teaching materials are wide elaborated, then they can find their use at every elementary school.

Orientador: Anna Paula Silva Gouveia / Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Artes / Made available in DSpace on 2018-08-24T05:36:06Z (GMT). No. of bitstreams: 1 Quattrer_Milena_M.pdf: 13017481 bytes, checksum: 7a1eb170e2c609135ce2bcc111f72ed5 (MD5) Previous issue date: 2013 / esumo: A presente dissertação de Mestrado tem como objetivo compreender o quanto a relação entre a cor e os outros elementos do infográfico interfere no processo de transmissão da informação e como os infográficos, publicados em jornais e revistas, contribuem para o aprimoramento daqueles destinados aos livros didáticos. Para tanto, realizei: o levantamento dos infográficos impressos, publicados em jornais e revistas, premiados nas edições 18, 19 e 20 dos 'Premios Internacionales Malofiej de Infografía¿, e dos infográficos impressos, publicados nos livros didáticos adotados através do 'Programa Nacional do Livro Didático¿ - 2011, nas disciplinas de Geografia, História e Ciências do ensino fundamental da EMEF CAIC 'Prof. Zeferino Vaz¿, localizada no município de Campinas/SP; entrevistas com os docentes responsáveis por essas disciplinas na unidade escolar e com membro do júri dos 'Premios Internacionales Malofiej de Infografía¿. Ademais, apresento, nesta dissertação, duas iniciativas de projeto, realizadas sob minha orientação, com alunos da EMEF CAIC 'Prof. Zeferino Vaz¿, sendo que uma delas, em especial, objetivou discutir a importância da informação, as formas de organizá-la e transmiti-la no contexto escolar e na sociedade, através do estímulo à pesquisa e à elaboração de infográficos. As reflexões geradas a partir das iniciativas de projetos realizados com os alunos, das análises dos infográficos e das entrevistas forneceram apontamentos importantes sobre o que pode ser aproveitado dos infográficos premiados para o aprimoramento dos que são destinados aos livros didáticos, em especial no uso da cor, e demonstraram como é importante proporcionar situações de ensino-aprendizagem, nas quais o aluno tenha a oportunidade de se apropriar dos códigos visuais e, consequentemente, ampliar sua cultura visual / Abstract: This research aims to understand how the relationship between color and other elements of the infographics interfere with the process of information transmission, and how infographics published in newspapers and magazines can contribute to improve the ones used in Schoolbooks. To achieve these goals, a survey of infographics printed in newspapers and magazines, which have won the 'Malofiej International Infographics Awards' in the 18th, 19th and 20th editions, and of infographics printed in Schoolbooks used in the EMEF CAIC ' Prof. Zeferino Vaz (Cam-pinas/SP/Brazil) elementary School for Geography, History and Science (these books were se-lected by a Federal Government Program "Programa Nacional do Livro Didático ¿ 2011¿) was made. Interviews with teachers responsible for the above-mentioned subjects and with the jury members of the 'Malofiej International Infographics Awards' were also performed. Furthermore, two projects under, my supervision, with the students of the above mentioned elementary school were also performed. The main goal of one of these projects was to discuss the importance of information and the ways to organize it and communicate it either in the school or in the society, encouraging the research and the development of infographics. The reflections generated after the projects undertaken with the elementary school students, analysis of infographics and interviews, provided important notes about what can be availed from the awarded infographics in order to improve the infographics made for the schoolbooks, especially in regards of the use of color. Finally, the present research demonstrated how important it is to provide teaching-learning situations in which the students have the opportunity to appropriate the visual codes and hence their visual culture / Mestrado / Artes Visuais / Mestra em Artes Visuais

Digitaliseringen i svensk skola är en process som pågått under lång tid och från höstterminen 2017 finns nya skrivningar i läro-, kurs- och ämnesplaner om förstärkt digital kompetens (Skolverket, 2017). Kommuner satsar på att ge varje elev ett digitalt hjälpmedel i form av en bärbar dator eller lärplatta. Hittills har inte något tydligt samband mellan dessa digitala satsningar och ökad måluppfyllelse kunnat påvisas. Det finns få undersökningar om elevers uppfattningar av digitalisering i skolan vilket föranledde denna studie med syfte att undersöka och beskriva högstadieelevers egna uppfattningar av digitala läromedel jämfört med analoga i ämnet matematik och därigenom bidra till fördjupad kunskap. Tre forskningsfrågor formulerades för att uppfylla syftet: Hur arbetar elever med digitala läromedel jämfört med analoga läromedel? Vilka aspekter av lärande urskiljer elever i relation till digitala läromedel jämfört med analoga läromedel? Föredrar elever digitala läromedel, analoga läromedel eller både och? Då studiens syfte är att söka och beskriva elevers uppfattningar av ett fenomen har med utgångspunkt i detta gjorts valet att använda fenomenografisk ansats och denna kvalitativa metod har även använts för insamling och analys av data. För att besvara frågeställningarna består materialinsamlingen av 11 inspelade och transkriberade djupintervjuer med högstadieelever. Materialet har analyserats och resulterat i tre olika utfall med beskrivningskategorier kopplade till varsin frågeställning. Tillsammans utgör frågeställningarnas utfallsrum studiens resultat (Marton & Booth, 2000; Uljens, 1989).  Resultatet visar att elever inte är odelat positiva till digitala läromedel i matematikundervisningen utan föredrar en kombination av digitala och analoga läromedel och beskriver motivation och variation som grund för ställningstagandet. Eleverna vill vara delaktiga i beslut rörande när och hur digitala och analoga läromedel bör användas för att vara till hjälp vid arbete och inlärning i matematik. Svensk skola kanske står inför en förändrad syn på kunskap och lärande i och med digitaliseringen där den traditionella kunskapssynen bör utmanas i syfte att nå ökad måluppfyllelse (Kjällander, 2014; Kroksmark et al., 2013; Steinberg, 2013). I denna förändringsprocess bör eleverna, utifrån en tolkning av deras utsagor i studien, få vara delaktiga. / The digitizing in Swedish school is a process in progress for many years and since the autumn term of 2017 there are new writings in the curriculum about strengthened digital competence (Skolverket 2017). Municipalities invest in giving every pupil a digital aid such as a laptop or a tablet. At the time, no clear connection between these invests and higher goal achievement have been proved. There are only a few studies about pupils´ perceptions of digitizing in school which prompted this study with purpose to investigate and describe secondary school pupils’ own perceptions of digital teaching materials compared to analogue in mathematics and thereby contribute to in-depth knowledge. Three research questions were formulated to fulfill the purpose: How do pupils work with digital teaching materials compared to analogue teaching materials in mathematics? What aspects of learning do pupils distinguish in relation to digital teaching materials compared to analogue teaching materials? Do pupils prefer digital teaching materials, analogue teaching materials or a combination? Since the purpose of the study is to search and describe the pupils’ perceptions of a phenomenon the choice has been made to use a phenomenographical approach and this qualitative method has also been used in gathering and analyzing data. To answer the research questions the material gathering consists of 11 recorded and transcribed interviews with secondary school pupils. The material has been analyzed and resulted in three different outcomes with description categories linked to each research question. Together, the questions outcomes constitute the result of the study (Marton & Booth, 2000; Uljens, 1989). The result also shows that pupils are not undivided positive to digital teaching materials in mathematics and prefer a combination of digital and analogue teaching materials. They describe motivation and variation as a basis for their positioning. The pupils want to be involved in decision making concerning when and how digital and analogue teaching materials should be used to be helpful in work and learning in mathematics. The Swedish school stands in front of a changed view of knowledge and learning since digitizing where the traditional view of knowledge should be challenged in order to reach an increased goal achievement (Kjällander 2014; Kroksmark et al. 2013; Steinberg 2013). In this change process the pupils should, based on an interpretation of their perceptions in the study, be involved.

Syftet med föreliggande studie är att initiera ett verktyg för granskning av pedagogiskt lärarstöd i digitala läromedel inom de Naturorienterande ämnena. Analysverktyget har utvecklats utifrån tidigare forskning rörande läromedelsdesign, lärarkompetenser och granskning av digitala läromedel. I utformningen av verktyget har vi tagit avstamp i multimodaliteters meningsbärande potential utifrån ett sociosemiotiskt perspektiv på lärande. Vår slutsats är att det är av intresse att ta fram ett verktyg för analys av digitala läromedel som inkluderar multimodaliteters meningsskapande och synliggör lärarpedagogisk potential eftersom granskning av läromedel idag måste genomföras av den enskilde läraren och då torde detta verktyg vara tillämpbart. / The purpose of the present study is to initiate a tool for reviewing pedagogical teacher support in digital teaching materials within science. The analysis tool has been developed based on previous research regarding teaching aid design, teacher competencies and review of digital teaching materials. In designing the tool, our starting point was the potential of multimodality as bearer of meaning from a sociosemiotic perspective on learning. Our conclusion is that it is of interest to develop a tool for analysis of digital teaching materials that includes the creation of meaning in multimodality and makes visible teacher pedagogical potential, as review of teaching materials today must be carried out by the individual teacher hence this tool should be applicable.

Syftet med vår studie är att undersöka modersmålslärares strategier för att välja läromedel samt motiven som ligger till grund för dessa val på deras modersmålsundervisning i somaliska och arabiska.Studien bygger på ett sociokulturellt perspektiv och ramverk som betonar att elever lär sig i samspel med andra människor, med hjälp av fysiska och intellektuella språkliga redskap liksom läromedel.Denna studie använde en kvalitativ forskningsmetod för att genomföra tio intervjuer med tio modersmålslärare från tre olika kommuner. Nio av intervjuerna genomfördes på plats, medan den tionde genomfördes via Zoom.Studiens empiriska resultat presenteras utifrån lärarnas upplevelser om läromedelsval, och analyseras utifrån olika teoretiska perspektiv.Resultatet har visat att elevernas språknivå och inlärningsbehov vara av yttersta betydelse när de modersmålslärarna väljer läromedel. Resultatet har också visat att läraren strävar efter att hitta läromedel som ofta stämmer överens med Skolverkets läroplan, även om att det är omöjligt att hitta läromedel som täcker hela delar i centrala innehållet i ämnet modersmål.Resultat har även visat att tillgänglighet och ekonomi är två avgörande faktorer som styr skolors inköp av läromedel. / The purpose of our study is to investigate mother tongue teachers' strategies for selecting teaching materials and the motivations underlying these choices in their mother tongue instruction in Somali and Arabic. The study is based on a sociocultural perspective and a framework that emphasizes that students learn in interaction with others, using physical and intellectual linguistic tools as well as teaching materials. This study employed a qualitative research method, conducting ten interviews with mother tongue teachers from three different municipalities. Nine of the interviews were conducted in person, while the tenth was carried out via Zoom. The empirical results of the study are presented based on the teachers' experiences with the selection of teaching materials and analyzed from various theoretical perspectives. The results have shown that students' language proficiency and learning needs are of utmost importance when mother tongue teachers choose teaching materials. The results have also indicated that teachers strive to find teaching materials that align with the Swedish National Agency for Education's curriculum, even though it is impossible to find materials that cover all aspects of the central content in the subject of mother tongue. Furthermore, the results have shown that accessibility and economics are two crucial factors influencing schools' procurement of teaching materials.

Abstract This study is about what happens to text and image content in a printed teaching material when adapted to a digital format. The purpose of my work is to find out if readability is changing in the new medium.  The theoretical focus of the study is readability, text and image in collaboration, as well as multimodality. To find out if the digital format affects readability, i have performed two text analyzes, a readability analysis of the printed material and a comparative analysis of the digital material. I have also conducted interviews with teachers and experts about the teaching methods. A test and a participant observation were conducted with the target group where my improvement proposal was compared with the existing material.  The conclusions i have come to is that there must be clear links between text and image in a digital teaching material. Color markings in body text with word explanations can interfere with the reading rhythm and too many heading levels can confuse the reader. The most important conclusion is, however, that how readable a text is depends on the audience's previous knowledge, objectives and motivation for the subject. A hard-worded factual text does necessarily need to be easier by splitting the text into short paragraphs, but it can however, make it more difficult to understand the content. / Sammanfattning Den här studien handlar om vad som händer med text och bildinnehåll i ett tryckt läromedel när det ska anpassas till ett digitalt format. Syftet med mitt arbete är att ta reda på om läsbarheten förändras i det nya mediet.  Studiens teoretiska fokus ligger på: Läsbarhet, text och bild i samverkan, samt multimodalitet. För att ta reda på om det digitala formatet påverkar läsbarheten har jag utfört två textanalyser, en läsbarhetsanalys av det tryckta materialet och en komparativ analys av det digitala. Jag har även utfört intervjuer med lärare och experter inom läromedelsutgivning. En utprovning samt en deltagarobservation genomfördes med målgruppen där mitt förbättringsförslag jämfördes med det befintliga materialet. De slutsatser jag har kommit fram till är att det behöver finnas tydliga kopplingar mellan text och bild i ett digitalt läromedel. Färgmarkeringar i brödtext med ordförklaringar kan störa läsrytmen och för många rubriknivåer kan förvirra läsaren. Den viktigaste slutsatsen är dock att hur läsbar en text är beror på målgruppens förkunskaper, läsmål och motivation för ämnet. En faktatext med svåra ord behöver nödvändigtvis inte bli lättare för att man delar in texten i korta stycken, det kan snarare bli svårare att förstå innehållet.

The aim of this study is to investigate how digital teaching materials are used by teachers in grade of 4-6 and if there are some similarities or differences in the use of it. The reason for this study is because the society is constantly evolving and becoming more digital, which also includes the school and the teaching material. Teaching tools have a great impact in the way of teaching. The performed studies in this assessment shown that pupils’ motivation to learn increases when digital tools are being used in the classroom. This way of teaching contributes to promoting pupils learning skills and the way they get to learn new knowledge. In this study, a survey and interviews has been used where teachers have been asked to respond in order to get an understanding how they use digital materials in their teaching and to see if there are similarities and differences in the use of it. The given results shows that teachers use the digital teaching material for individual adaptation and also for complementing the analog teaching. The results also shows that there are teachers that still prefer the analog teaching materials in comparison to the digital material. Therefor there are some differences and similarities in the way teachers use the digital teaching materials in their education.

Forskning visar att matematikundervisningen till stor del grundar sig på det teoretiska och enskilda arbetet i matematikboken. Vidare lyfter forskning också fram vikten av att variera dagens matematikundervisning med både teoretiska och praktiska inslag, då dessa kompletterar varandra och bidrar till att eleverna utvecklar djupare kunskaper inom ämnet matematik. Ett arbetssätt som visat sig fungera som ett komplement till den mer traditionella och teoretiska matematikundervisningen är utomhusmatematiken, som grundar sig på det praktiska arbetet. Studiens syfte var därför att undersöka på vilket sätt praktiska och teoretiska inslag skrivs fram i olika typer av läromedel. Studien har ett fokus på utomhusmatematik. Resultatet av analysen har visat att samtliga läromedel som analyserats i denna studie innefattar både praktiska och teoretiska inslag, men i varierande utsträckning. / Research shows that mathematics teaching is largely based on the theoretical and individual work in mathematics book. Further research also highlights the importance of varying the mathematics education with both theoretical and practical elements, as they complement each other and help students develop a deeper knowledge in mathematics. An approach proven to work as a complement to the more traditional and theoretical mathematics teaching is outdoor mathematics, which is based on practical work. The study's purpose was to investigate how the practical and theoretical elements are produced in different types of learning materials. The study has a focus on outdoor mathematics. The result of the analysis shows that all teaching materials analyzed in this study include both theoretical and practical elements, but to varying degrees.

Studiens syfte är att undersöka sju lärares val av undervisningsmaterial vid introduktionen av subtraktion. Utgångspunkten i studien är taget ur livsvärldsfenomenologin, och data har samlats in genom semistrukturerade intervjuer där det kvalitativa datamaterialet sedan analyserats genom olika teman. Resultatet visar att samtliga lärare var överens om att konkret och laborativt material var att föredra vid introduktionen av subtraktion. Läroböckerna användes istället vid ett senare stadium för att hjälpa eleverna att befästa kunskaperna på en mer abstrakt nivå. / The aim of this study is to look into what teaching material seven teachers choose to use during the introduction of subtraction.The study has been inspired by life-world phenomenology, and has been conducted through semi-structured interviews, where the qualitative datasets later have been analyzed through different themes. The results show that all of the teachers agreed that concrete and laboratory materials where to prefer when introducing subtraction. The textbooks were used at a later stage to help the pupils consolidate their knowledge at a more abstract level.