I den svenska skolan styr matematikläromedel till stor del matematikundervisningen i klassrummet. Det har visat sig att lärare använder matematikläromedlet som en ersättning av kursplanen. Förlagen är däremot inte skyldiga att inkludera alla delar av kursplanen för matematik i läromedlen. Ett grundläggande arbetsområde i geometrin är symmetri. Symmetri beskrivs som ett eget avsnitt under det centrala innehållet i kursplanen för matematik. Symmetri har däremot inte alltid behandlats lika tydligt som i den nuvarande kursplanen. Därför handlar den här studien om matematikläromedels erbjudande av symmetri. Syftet med den här studien är att undersöka hur symmetribegreppet erbjuds i matematikläromedel för årskurs 1-3 samt hur de stämmer överens med kursplanen i matematik. Till studien har tre forskningsfrågor tagits fram. Den första forskningsfrågan är: Vilka symmetrier erbjuds av matematikläromedlet för årskurs 1 – 3? Den andra frågan: I hur stor omfattning förekommer symmetri uppgifter i läromedel? Den tredje frågan: På vilket sätt erbjuds eleven att se, upptäcka, konstruera och beskriva symmetrier i bilder och natur? Den här studien bygger på en flermetodsforskning eftersom den innehåller både en kvantitativ innehållsanalys och en kvalitativ dokumentationsanalys. Undersökningen har genomförts som en litteraturstudie med inslag av en handlingserbjudande teori. Totalt har 9 serier av matematikläromedel anpassade för årskurs 1-3 analyserats. Läromedel som har analyserats är elevläromedel och inte lärarhandledning. Resultatet visar att eleven får erbjudande att arbeta med spegelsymmetri, translation, tesselering, symmetriska respektive asymmetriska uppgifter i matematikläromedel. Resultatet visar att omfattningen av uppgifter som behandlar symmetri varierar i erbjudande. Resultatet visar även att eleven vid flera tillfällen får erbjudande att se, upptäcka och konstruera symmetrier. Däremot är det inte lika vanligt att eleven får beskriva symmetrier. / The mathematics teaching material is an important part of the Swedish education. It has been proven that mathematics teaching material are been used as an replacement of the curriculum in school. But the publisher does not need to include every part of the curriculum for mathematics. A basic part in geometry is symmetry. Symmetry is described as an own section in the curriculum, but it has not always been so. Therefore, this study is about mathematics teaching materials offers of symmetry. The aim of this study is to examine mathematics teaching materials offer in symmetry for pupils in grade 1-3 and how they match with the curriculum in mathematics. To this study, three research questions have been produced. The first one: Witch symmetry offers in mathematics teaching materials for grade 1-3? The second one: In how big extent presents symmetry in mathematics teaching materials? The third one: In witch way does mathematics teaching material offers pupils to, see, discover, construct and describe symmetry in pictures and in nature? The method that has been used in the study is a quantitative content analysis and a qualitative document analysis, with an affordance theory. With a total of nine series of mathematics teaching materials grade in 1-3 in Swedish school. The analysis shows that pupils are appointed with the possibility to work with mirrorsymmetry, translation, tesselering, symmetric and asymmetric tasks. The analysis also shows that the extent of symmetry task varies in different offers in teaching materials. The analysis also shows that pupils offers to see, discover and construct symmetries. However, it is uncommon that pupils get the opportunity to describe different types of symmetry.

The topic of the thesis is The Hydrology and Oceanography Teaching at Primary Schools. To be specific, the thesis occupies with the creation of the alternative teaching material for teaching Hydrology and Oceanography at primary schools with its utilisation in Geography lessons, Geography seminars, hobby groups and as some inspiration and source of information for teachers as well. The thesis results from the Framework Education Programme for Primary Education, respectively from the educational field ,,Human and Nature?, from opical areas ,,Natural picture of the Earth", ,,Environment? and ,,The Cross Country Geographical Education, Praxis and Application?. The teaching material is divided into a text part, worksheets and worksheets key. Another part of the thesis is also the analysis and evaluation of Geography textbooks designed for Primary Schools according to defined conditions. The evaluated condition is the quality of elaboration of Geomorphology contents and the structure of the textbooks.

In today’s society there are problems with how women look at themselves and their appearance, not least the appearance of their genitals. There are norms that say that genitals should look in a certain way. To prevent these problems, young persons need to learn in school how much variation there may be on the appearance of the genitalia. Therefore, this study aimed to create a design proposal on a digital teaching material which was based on the questions that young boys and girls have about the appearance of women’s genitals, and also what information today’s educational books contain. The result showed that girls have questions regarding, among other things, labia, pubic hairs and operations. The educational books which was analysed contained information restrained to a picture of the female genitalia, or a few sentences. The design proposal presented was a website where the user can see different looks on the female genitalia, read and answer questions that young girls have, as well as discuss issues with classmates. / Är jag normal?

Submitted by KARIN ELIZABETH KRUGER VIEIRA null (karinkruger12@gmail.com) on 2018-03-06T21:50:37Z No. of bitstreams: 1 DISSERTAÇÃO KARIN KRUGER.pdf: 12564701 bytes, checksum: 44d932989ca8b73a165cadb063f49ca3 (MD5) / Rejected by Milena Maria Rodrigues null (milena@fclar.unesp.br), reason: Karin, bom dia. Para aprovação no Repositório Institucional da UNESP, serão necessárias algumas correções na sua Dissertação. Solicitamos que realize uma nova submissão seguindo as orientações abaixo: - Corrigir ficha catalográfica. Título está diferente do restante do trabalho "sexualidade DOS deficientes intelectuais", possui duas fontes diferentes e algumas palavras cortadas; - É recomendado espaçamento simples entre linhas para o resumo e abstract e que esteja um em cada página; - Corrigir a paginação do seu trabalho, inclusive no sumário. As páginas pré-textuais devem ser contadas (com exceção da capa e ficha catalográfica), mas a numeração aparecerá somente a partir da introdução; Qualquer dúvida, seguir o roteiro de normalização disponível na página da Biblioteca: http://www.fclar.unesp.br/#!/biblioteca/normas-da-abnt/normalizacao/ Em caso de maiores dúvidas, entrar em contato com as bibliotecárias da Seção de Referência (Camila ou Elaine). Agradecemos a compreensão. on 2018-03-07T13:08:46Z (GMT) / Submitted by KARIN ELIZABETH KRUGER VIEIRA null (karinkruger12@gmail.com) on 2018-03-12T23:13:07Z No. of bitstreams: 1 DISSERTAÇÃO KARIN KRUGER.pdf: 12564701 bytes, checksum: 44d932989ca8b73a165cadb063f49ca3 (MD5) / Rejected by Milena Maria Rodrigues null (milena@fclar.unesp.br), reason: Karin, bom dia. Não foram realizadas as correções solicitadas anteriormente. Segue a solicitação novamente. Para aprovação no Repositório Institucional da UNESP, serão necessárias algumas correções na sua Dissertação. Solicitamos que realize uma nova submissão seguindo as orientações abaixo: - Corrigir ficha catalográfica. Título está diferente do restante do trabalho "sexualidade DOS deficientes intelectuais", possui duas fontes diferentes e algumas palavras cortadas; - É recomendado espaçamento simples entre linhas para o resumo e abstract e que esteja um em cada página; - Corrigir a paginação do seu trabalho, inclusive no sumário. As páginas pré-textuais devem ser contadas (com exceção da capa e ficha catalográfica), mas aparecerá número somente a partir da introdução. Qualquer dúvida, seguir o roteiro de normalização disponível na página da Biblioteca: http://www.fclar.unesp.br/#!/biblioteca/normas-da-abnt/normalizacao/ Em caso de maiores dúvidas, entrar em contato com as bibliotecárias da Seção de Referência (Camila ou Elaine). Agradecemos a compreensão. on 2018-03-13T13:14:24Z (GMT) / Submitted by KARIN ELIZABETH KRUGER VIEIRA null (karinkruger12@gmail.com) on 2018-03-13T17:10:28Z No. of bitstreams: 1 final mandada para a unesp.pdf: 12994917 bytes, checksum: 40deeea793865f50221c31e80386cd29 (MD5) / Approved for entry into archive by Milena Maria Rodrigues null (milena@fclar.unesp.br) on 2018-03-13T17:33:15Z (GMT) No. of bitstreams: 1 kruger_ke_me_arafcl.pdf: 12994917 bytes, checksum: 40deeea793865f50221c31e80386cd29 (MD5) / Made available in DSpace on 2018-03-13T17:33:15Z (GMT). No. of bitstreams: 1 kruger_ke_me_arafcl.pdf: 12994917 bytes, checksum: 40deeea793865f50221c31e80386cd29 (MD5) Previous issue date: 2018-01-18 / A expressão da sexualidade deve ser entendida como um processo amplo, natural, inerente ao ser humano e próprio de cada fase do desenvolvimento. A sexualidade é presente em todas as faixas etárias, independente de padrões de normalidade e de necessidades especiais, sejam estas físicas, mentais ou sociais . Entretanto, as crianças e jovens com deficiência intelectual (DI) necessitam, muitas vezes, de recursos diferenciados para alcançar a compreensão esperada pelos educadores. É neste sentido que este trabalho pretende atuar, levando materiais didáticos concretos e palpáveis, com linguagem acessível e interessante, para que crianças e jovens portadores de DI possam compreender, expressar e dialogar livremente sobre sua sexualidade. Mesmo com literatura abordando a problemática da sexualidade do DI, muitos pais e educadores continuam manifestando dificuldades e receios quando se fala deste assunto. Tendo em vista esta dificuldade, a qual se apresenta para a sociedade como um todo, acredita-se na importância da participação de todas as pessoas envolvidas na convivência do jovem portador de DI. Espera-se que este trabalho possa intervir positivamente na formação e capacitação dos educadores, buscando uma postura ética que valorize a pessoa em sua dimensão total. Levantou-se dados sobre os conhecimentos e as ações adotadas por educadores sobre o tema “sexualidade”, com atenção prioritária aos alunos que possuem algum tipo de (DI), regularmente matriculados em escola pública da cidade de Araraquara, SP – Brasil, através de entrevistas com a equipe gestora da Escola e as professoras do primeiro ano do ensino fundamental. Foram realizadas atividades com os alunos de primeiro ano do ensino fundamental, para compreender suas capacidades e posteriormente foi elaborado e aplicado um jogo didático com as crianças. Além disso, este jogo será doado à Instituição de Ensino, visando à orientação, aprimoramento e auxílio na formação de professores que trabalham com a educação de crianças e jovens portadores de DI. Para compreender a visão a respeito da sexualidade dos deficientes foi analisado os discursos, por meio da ótica foucaultiana na leitura das entrevistas realizadas com professores e alunos e nos registros da observação participativa durante as atividades com o material didático produzido. / The expression of sexuality must be understood as a broad process, natural, inherent to the human being, and proper to each phase of development. Sexuality is present in all age groups, regardless of normality patterns and special needs, whether physical, mental or social. However, children and young people with intellectual disabilities often need differentiated resources to achieve the understanding expected by educators. It is in this sense that this work intends to act, taking concrete and palpable didactic materials, with accessible and interesting language, so that children and young people with ID can understand, express and freely dialogue about their sexuality. Even if the literature addresses the issue of ID sexuality, many parents and educators continue to express difficulties and fears when discussing this issue. Given that this difficulty presents itself to society as a whole, and it is believed that the participation of all the people involved in the coexistence of young people with ID, it is expected that this work can intervene positively in the formation and Educators, seeking an ethical stance that values the person in its total dimension. Data on the knowledge and actions adopted by educators on "sexuality", with priority attention to students with some type of Intellectual Disability (DI), regularly enrolled in a public school in the city of Araraquara, SP, Brazil, Through interviews with the management team of the School and the teachers of the first year of elementary school. Activities were carried out with the first-year students of elementary school, to understand their abilities and later the didactic game was elaborated and applied with the children. In addition, this game will be donated to the Teaching Institution, aiming at orientation, retraining and assistance in the training of teachers who work with the education of children and young people with ID. In order to understand the vision about the sexuality of the disabled, the discourse was analyzed through the Foucaultian view through the interview of teachers and students through participatory observation during activities with the didactic material produced.

Sweden has a long tradition of having sex education in primary school and some of the teaching material have earned international spread. In Sweden, the state develops the teaching material on sex education, such as curriculums and guidelines. In the current essay, school is regarded as an extension of the state. Therefore the state’s view on sex education should be reflected in the teaching material and have impact on the socialization of Swedish adolescents. The research question addressed in this essay concerns the notion and portrayal of the 'ideal' sexuality in four state-developed teaching material on sex education between 1956 and 2013 and how it has altered since sex education became mandatory in 1955. In order to answer this, a Foucauldian discourse analysis is applied as both a theory and method complemented by Rubin's theory about "the sloping walls". The result shows that the 'ideal' sexuality in 1956 is a societal matter and abstinent. In 1977 the 'ideal' sexuality is "free but with responsibility" and exercised on equal terms. In 1995, the 'ideal' sexuality is intertwined with love, an individual right and a source of happiness, and heteronormativity is prominent up until now. Lastly, in 2013, the 'ideal' sexuality is norm-critical and an individual matter. Initially, the state was clear about what the 'ideal' sexuality included. The most prominent discursive change found was that the state over time embodies an unobtrusive role, illustrated by silences and ambivalence in the teaching material from 2013. Further research on implementation is required in order to investigate what adolescents internalize of the messages conveyed in the current sex education teaching material and how it affects the self-perceived sexuality. Our hope is that the study motivates the transformation of sex education as an independent school subject and part of the Swedish teacher education.

Acredita-se que a apropriação de uma língua estrangeira pelo sujeito através do ensino pode ser medida pela a aquisição de determinado grau de proficiência na língua-alvo, por meio de materiais e abordagens que possibilitem um ensino/aprendizagem bem-sucedido. Entendemos por bem-sucedido aquele procedimento que coloca o aprendiz em posição de intérprete historicizado (ASSOLINI, 2013, 2010), ou seja, aquele sujeito que ultrapassa a suposta literalidade dos sentidos, desprendendo-se da relação termo a termo. Isto posto, este trabalho objetiva: 1) analisar a forma como os recursos disponíveis no material didático oferecido pela Secretaria da Educação do Estado de São Paulo, por meio do programa São Paulo Faz Escola são discursivizados pelo sujeito-professor de inglês em escolas públicas do Estado de São Paulo; 2) descrever e analisar recortes desse material didático relacionando-os à fala dos sujeitos-professores. O corpus desta análise foi constituído por entrevistas semiestruturadas, realizadas com quatro professores da rede pública do estado paulista, assim como por recortes do material didático referido, buscando estabelecer relações entre o discurso dos sujeitosprofessores e esse material. A Análise de Discurso de matriz francesa (pêcheuxtiana) e as ciências da educação formam nosso arcabouço teórico-metodológico, por possibilitarem relações críticas com a linguagem de maneira ampla, e com o ensino de língua inglesa e o material didático, de forma particular. Os resultados das análises discursivas indicam que: 1) alguns sujeitos (se) silenciam ao falarem sobre o material didático; acreditam que (se) silenciando, esquivando-se, deixariam de significar tal material; 2) alguns sujeitos questionam o material didático, mas, apesar de tal inquietação, ocupam a posição de sujeitos enunciadores de dizeres e práticas preestabelecidas que não lhes fazem sentido; 3) a experiência dos sujeitos-professores, na sala de aula, não corresponde as suas formações imaginárias a respeito do aluno, da escola, nem do material didático; 4) assujeitados ideologicamente, não (se) percebem como profissionais capazes de ocupar a posição de intérpretes-historicizados, condição basilar para que tenham voz e se constituam como autores de seu próprio dizer. Palavras-chave: Material didático. Ensino de língua inglesa. Análise de discurso. / It is believed that foreign language acquisition can be assessed by the acquisition of a certain level of proficiency in the target language by means of usage of any material and approaches, allowing successful teaching/learning process. By well-succeeded, we understand the procedure in which the learner puts him/herself in a position of interpreter-historicized, defined by Assolini (2013, 2010) as the subject who goes beyond literality, free from term-to-term, or word-to-meaning relationships. This work aims at: 1) analyzing the ways through which the subject-teacher of English as a foreign language in public schools in the State of São Paulo puts the teaching material into discourse; 2) describing and analyzing sections of that material, offered by State Government, referred to in the interviews with subject-teachers. This study is based on the perspective of French Discourse Analysis, adopting the views of the philosopher Michel Pêcheux and the Social-Historical Theory of Literacy Acquisition. We understand that those theories allow critical relationships with language in a broad way, and more specifically, with English Language Teaching and its materials. The corpus of this analysis consists of selected excerpts from semistructured interviews with four state public school teachers, as well as sections of material offered by the State government, seeking correlations between the subject-teachers discourse and the teaching material. Our results lead to some observations: 1) some subjects resort to silence, attempting to avoid comments about the teaching material; 2) others, although incredulous about the offered material, assume the position of broadcasters of meaningless practices from that material; 3) teachers experience in the classroom do not correspond to their representation of the subject-learner, school or teaching material; 4) ideologically subjected, teachers do not see themselves as professionals capable of assuming position of interpreter-historicized, a basic condition to be aware of their own voice, authorship and subjectivity.

Made available in DSpace on 2014-08-20T13:47:51Z (GMT). No. of bitstreams: 1 Mauro Lallal dos Anjos_Dissertacao.pdf: 3806882 bytes, checksum: 934c7b815ddd638474a86ba864076fa6 (MD5) Previous issue date: 2012-09-28 / This dissertation is constituted from an investigation that aims to better train teachers to work in the authoring process in Distance Education (EAD). It was aimed to investigate the challenges faced by teachers when developing subjects that are part of the "STRUCTURING PROJECT AND USE OF INFORMATION AND COMMUNICATION TECHNOLOGIES (ICT) IN UNDERGRADUATE COURSES OF IFSUL", developed at the Open University of Brazil (UAB ) of the Federal Institute of Education, Science and Technology of Rio Grande do Sul (IFSUL), and which covered 28 subjects of the curriculum framework of the classroom-based model undergraduate courses and that were designed to be offered to distance education students, featuring a convergence in the teaching methods in what is called hybrid or blended learning model. In this study it was considered their need to acquire specific skills for EAD in three major dimensions: technological, pedagogical and collective work. The technological dimension sought to show that the evolution of the information and communications technologies (ICTs) enables changes in the teaching practices, allowing the shift of distributive learning processes to interactive and collaborative ones, taking off the emphasis on content and putting it on the student. In regard to the dimension collective work, it questioned the teaching practice which is paradoxically collaborative and fragmented. On the other hand, the pedagogical dimension seeks to show that although the methodological and epistemological knowledge are the same, when mediated by technology, they require different procedures constituting a theory of EAD in which the focus shifts from the teacher to the student, from the teaching to the learning, but requiring advance and detailed planning. In order to identify the challenges faced by teachers in these three dimensions, a qualitative study is performed, using as tools a multiple choice form, interviews and the analysis of papers made by the authoring-teachers for the subjects. To identify the challenges concerning the teaching practices that are revealed in the authoring process in the design of teaching materials, it was necessary to identify the elements that indicated a quality material for EAD. Then an instrument that guided the analysis of the materials produced was designed, and it constituted four subcategories of the pedagogical dimension: the structure, the content, the language and the activities. It was noticed that teachers exploit ICT very little because the work is still lonely, but with the help of a multidisciplinary team, and consequently transfer their classroom practices to the distance learning. It was found that teachers have difficulties in writing in dialogic language, making summaries and structuring the content that will be present in different media, which was aggravated by the great research work and planning necessary as well as the short time that teachers have to design it due to other teaching commitments in the classroom-based environment and the lack of training to perform the authoring of the teaching-learning process for EAD. / A presente dissertação se compõe a partir de uma investigação com o objetivo de melhor capacitar os professores para atuarem no processo de autoria em EAD. Buscou-se investigar os desafios enfrentados pelos professores ao elaborarem as disciplinas que fazem parte do PROJETO DE ESTRUTURAÇÃO E USO DE TECNOLOGIAS DE COMUNICAÇÃO E INFORMAÇÃO (TICs) NOS CURSOS DE GRADUAÇÃO DO IFSul , desenvolvido no âmbito da Universidade Aberta do Brasil (UAB) do Instituto Federal de Educação, Ciência e Tecnologia Sul-rio-grandense (IFSul), e que abrangeu 28 disciplinas da grade curricular dos cursos de graduação do modelo presencial e que foram elaboradas para serem ofertadas aos estudantes na modalidade a distância, caracterizando uma convergência nas modalidades de ensino no que se chama de modelo híbrido ou blended learning. No âmbito desta pesquisa considerou-se a necessidade de adquirirem competências específicas para a modalidade EAD, em três grandes dimensões: tecnológica, pedagógica e de trabalho coletivo. A dimensão tecnológica procurou mostrar que a evolução das tecnologias da informação e comunicação (TIC) possibilita mudanças nas práticas pedagógicas, permitindo a passagem de processos distributivos para interativos e colaborativos de aprendizagem, tirando a ênfase do conteúdo e colocando no estudante. Com respeito à dimensão trabalho coletivo, problematizou o fazer docente, paradoxalmente colaborativo e fragmentado. Por outro lado, a dimensão pedagógica procura mostrar que, embora os conhecimentos metodológicos e epistemológicos sejam os mesmos, ao serem mediatizados pela tecnologia, requerem procedimentos diferentes, constituindo uma teoria da EAD, onde o foco se desloca do professor para o estudante, do ensino para a aprendizagem, mas exigindo um planejamento com antecedência e detalhado. Para identificar os desafios encontrados pelos professores nestas três dimensões, é realizada uma pesquisa qualitativa, usando como instrumentos um formulário com questões objetivas, entrevistas e análise dos documentos elaborados pelos professores-autores para as disciplinas. Para a identificação dos desafios relativos às práticas pedagógicas que se revelam no processo de autoria na elaboração dos materiais didáticos, foi necessário identificar os elementos que indicavam um material de qualidade para a EAD. Construiu-se então, um instrumento que orientou a análise dos materiais elaborados, e que constituíram quatro subcategorias da dimensão pedagógica: a estrutura, o conteúdo, a linguagem e as atividades. Percebeu-se que os professores exploram pouco as TIC porque o trabalho ainda é solitário, embora com auxílio de equipe multidisciplinar, e por consequência transferem suas práticas presenciais para a modalidade a distancia. Constatou-se que os professores têm dificuldades para escrever em linguagem dialógica, fazer sínteses e estruturar o conteúdo que estará presente em diferentes mídias, o que foi agravado pelo grande trabalho de pesquisa e planejamento necessários e pelo curto prazo que os professores têm para esta elaboração face a outros compromissos com a docência na modalidade presencial e à falta de capacitação para exercer a autoria do processo de ensino-aprendizagem para EAD.

Several studies have argued that there exists a hegemonic, secularist discourse within Swedish classrooms, which implies a way of talking about religion as something irrational, outdated and restrictive in concern for individual freedom. Within this discourse, a non-religious or atheistic position is seen as neutral and unbiased, whereas a religious position is considered the opposite. This, I mean, is problematic against the background of the Swedish curriculum, where it is stated that some of the main goals with religious education (RE) is to help students develop tolerance and understanding for other people, with other beliefs than one’s own. Thus, the aim with this paper is to investigate if and how, a teaching material that is being used within the Swedish RE education, can express a secularist discourse and what implications the results may have for a neutral RE. By using a modified version of discourse analysis together with theoretical contributions from Karin Kittelmann Flensner, I have analyzed four episodes of the audiovisual teaching material/reportage series Från Sverige till himlen to try to answer how one, from a critical perspective on a secularist discourse, can interpret representations of religion in the reportage series. The conclusion is that the series portrays religion in accordance with especially four themes within the secularist discourse, namely; Criticism of Religion, Prime Time of History, Individualism and a Neutral Position. These results indicate that students need to be trained to critically examine not only religion, but also, and maybe in particular, what is taken for granted as the normal and neutral in a secular culture.

Matematikundervisningen i Sverige är i hög grad läromedelsstyrd och valet av läromedel påverkar vilken undervisning eleverna får ta del av. Utbudet av läromedel är stort och ett av de läromedel som de senaste åren har blivit populärt är Singma. Singma är ett läromedel inspirerat av matematikundervisningen i Singapore, ett land som har haft höga resultat på internationella kunskapsmätningar. Syftet med följande uppsats är att synliggöra hur fem lärare som undervisar i matematik i årskurs 1–3 upplever läromedlet Singma. Intentionen är att uppsatsen ska bidra med kunskap som kan ge lärare en mer nyanserad bild av ett läromedels styrkor och svagheter. Materialet består av fem kvalitativa, semistrukturerade intervjuer med lärare som arbetar med Singma i årskurs 1–3. Studien är inspirerad av fenomenologi och datamaterialet har analyserats enligt en fenomenologisk sjustegsmodell. Resultatet visar att lärarna upplever att Singma främst ger dem stöttning i att planera och genomföra undervisning som utvecklar elevernas begrepps-, problemlösnings-, resonemangs- och kommunikationsförmåga. Singma stöttar även i att planera och genomföra undervisning i helklass och grupper. Resultatet visar att läromedlet främst ger upphov till utmaningar när det gäller elevernas självständiga arbete. Lärarna upplever att eleverna har svårt att arbeta självständigt på grund av att uppgifterna består av mycket text och stor variation. Slutsatsen är att Singma är ett läromedel som stöttar lärare som vill att matematikundervisningen till stor del ska bestå av gemensamt arbete. Läromedlet stöttar även lärare som vill att undervisningen ska utgå från konkret material och visuella representationer. / Mathematics education in Sweden is to a high degree controlled by teaching materials and the choice of teaching material influences which education the students will receive. The range of teaching materials is large and one of the teaching materials that lately has become popular is Singma. Singma is a teaching material inspired by mathematics education in Singapore, a country that has had high results on international knowledge tests. The aim of this study is to depict how five teachers who teach mathematics in grades 1–3 experience the teaching aid Singma. The intention is that the essay will contribute knowledge that can give teachers a nuanced picture of the strengths and weaknesses of a teaching material. The data consists of five qualitative, semi-structured interviews with teachers who work with Singma in grades 1–3. The study is inspired by phenomenology and the data has been analyzed according to a phenomenological seven-step model. The results show that the teachers experience that Singma mainly provides them with support in planning and implementing teaching that develops students' conceptual, problem-solving, reasoning and communication skills. Singma also supports planning and implementing whole class and group activities. The results show that the teaching material mainly gives rise to challenges when it comes to the students' independent work. The teachers feel that the students find it difficult to work independently because the tasks consist of a lot of text and great variety. The conclusion is that Singma is a teaching material that supports teachers who primarily want the mathematics lessons to consist of whole class and group activities. The teaching material also supports teachers who want the teaching to be based on concrete material and visual representations.

Syftet med denna studie är att undersöka förekomsten av essentialistiska och icke portinom essentialistiska rätteringar i läroböcker inom religionskunskap på högstadie porträtteringar kan vara problematiska. En sådan problematik nivå eftersom essentialistiska är att de som fenomen kan identifieras och definieras samt att essentiali cementerar idén om att religion stiska beskrivningar av specifika religioner onekligen blir begränsade och reduktionistiska. Detta kan i sin tur leda till att fördomsfulla tankegångar uppmuntras då de undermåliga porträtteringarna misslyckas med att införliva religioners levande och dyna miska karaktär. Med utgångspunkt i Torsten Hyléns definitioner av essentialism används en kvalitativ innehållsanalys på tre läroböcker inom ämnet för att undersöka både förekomsten och avsaknaden av essentialism i dessa. I studien identifieras återkommande essentialistiska porträtteringar men även ickeessentialistiska porträtteringa r . Läromedelsanalysen fastställer även att det är nästintill endast är kärnessentialistiska porträtteringar som kan identifieras. Detta är viktigt för blivande och praktiserande lärare inom religionskunskap att ta med i beräkningen i relation till deras egen undervisning då specifikt kärnessentialistiska porträtteringar kan leda till problematiska föreställningar om religion som fenomen och om specifika religioner. Inom slutsatse finns det även förslag på omformuleringar som kan göras i syfte att inte porträttera religion eller religioner essentialistiskt.