Critical studies of upper secondary text books in religion is a popular essay topic for soon to be teachers in Swedish universities. In particular the study of the portrayal of Islam in said textbooks, using Edward Saids well discussed oriental studies as a foundation. Thus, there are a lot of earlier essays and works showing similar results: that Islam and muslims tend to be ”othered” by being portrayed as a homogenous tradition and a homogenous group of people. This study also uses Saids oriental studies as at theoretical standpoint, but also the concept of religious literacy. By using qualitative content analysis this study has come up with similar results as many other essays. The main difference is the way the study shows how muslims are being ”othered”. By focusing on the textbooks usage of the word ”Allah” - the arabic word for ”God” - and how muslims are portrayed, the results show that muslims tend to be portrayed not only as a homogenous group, but as one with a specific God, different from the Judeo-Christian one. The results also show that certain phenomena that the different religions have in common tend to be left out when describing one or the other. All these tendencies combined might give the students a religious literacy constituted of facts and representations of islam characterized by the discourse Edward Said called orientalism.

This thesis deals with the analysis of accounting textbooks for secondary schools. The main aim of this thesis is to analyze three Czech, three Slovak and five Austrian textbooks on the basis of selected evaluation criteria. The subject of the analysis was to assess the didactic aspects, text difficulty and content textual analysis. All the assessed textbooks are currently widely used for teaching accounting at comparable types of secondary technical school finished by graduation exams: business academies in the Czech and the Slovak Republic and Handelsakademie in Austria. The comparison of the results is an integral part of the research. The secondary aim was to give recommendations to the contemporary authors of accounting textbooks.

M.A. / The present dissertation is divided into two parts. The first part consists of the first three chapters, the theoretical content and the second part, which consists of the fourth and fifth chapters, is the research conducted according the conclusions drawn and the proposals. In the first chapter the compiled thesis deals with the reformation of the nation- state notion. This dissertation sought for the roots of the nation-state notion, which rise from the era of Enlightenment and encountered the particular features typical to their existence. The study then moves on to the formation of the Greek nation state. We witnessed its development and evolution from the ancient years until its creation. Its existence is worth being mentioned only after the emancipation from the Turkish occupation, as well as to the special features such as the language, culture and religion, features that were created during the antiquity. Furthermore, national identity was the main subject, whose infrastructure is the existence of “foreigners”. It is widely known that the individuals who belong to a particular group comply with common values and ideals but they reject elements which are considered to be unfamiliar and of a bad influence. As far as the Greek national identity is concerned, what came to light was that the roots stem from the ancient Greek civilization, which represents the modern Greek and the European civilization. National identity’s major features and functional elements such as education, language and church were revealed at the same time. In addition, the scientific interest was directed towards nationalism and ethnocentrism. The special features suitable for the creation of nationalism and the era in which it appeared were examined. Moreover, the causes and factors, which reformed, shaped and supported it were revealed some of which may be ideology, political parties, mass media, educational system, and the way of thinking to name a few. Finally, it was found that Greek nationalism was formed by the fall of Istanbul and was connected with the “Great Idea”. Therefore, the cultivation of the national ethics can be developed into ethnocentrism. This phenomenon can be interpreted in a different manner in relation with the existing political and historical state and the specific period of time. Later on, ethnocentrism’s existence, it’s originality, it’s creation and the consequences it might have had on the development of the student’s identity. It is cultivated properly when the education takes on a “traditional” role promoted to exemplify the particular national features. As a result, on the one hand the ethnocentrism secures the cultural continuation and homogeneity, but on the other hand it functions as a factor against bringing the students in contact with other people and civilizations. As far as it is concerned, the official state plays an important role providing books and educators who are summoned to materialize the aims of education. The second chapter presents economical, political, social and cultural changes which took place during the 20th century not only worldwide but also within the Greek society. These changes were particularly important and resulted in more and more people coming into contact with more than one civilizations and they were summoned to co-exist harmoniously, peacefully and creatively. This goal can be achieved only under the appropriate circumstances. Education should play this significant role in order to cultivate the ethno-cultural identity, the acceptance and the comprehension of “others” demonstrating them not only through warfare but also through culture. A lot conferences such as { the educational action of UNESCO, The Maastricht treaty) were held on this important issue at which was presented proposal (Green Bible and others). The conclusions of which culminated the A.T.P. and school text material, putting aside as much as possible the ethnocentrism other stereo types and negative conceptions towards “foreigners”. Instead they create suitable teaching circumstances for the understanding and tolerance of the ”foreigners” in order to co-exist peacefully. The third chapter presents the aim of the research ground of this project which has to do with the A.T.P., the school written text books and the concepts of the educators containing national centralized elements. It is known that students are encouraged to come in contact with knowledge, attitudes and values according to the educational policy of each government. The significance of both the school manual and A.T.P. as well as school textbooks, implements of the official state, that helped fulfill the aims, along with the concepts of the educator regarding the cultivation or not of ethnic centrism, were demonstrated. Furthermore, the third chapter continues with a summarized research in bibliography. From this summary culminated that the school manual, curriculum and the school text books from primary and elementary school, even though there were some improvements, remained national centralized and they are not relieved from negative comments and reviews about “foreign” people. Commonly, they present other peoples through battle, warfare and not through their culture and civilization. Moreover, problems and issues which concern all of us are not presented in the depth and coverage they should have been presented within the margin of European and worldwide dimensions in education, a fact which is increasingly discussed in our times. As far as the concept of the educators is concerned, what has risen is that those children, who originated from other nationalities, are more open-minded and tolerant to the presence of ‘foreigners’ and the propagation of ethnocentrism elements from education as well as the acceptance of new reality. Finally, the same chapter features the manuals and A.T.P. in which the research materialized and the appropriate method. The fourth chapter presents the research, which was held in the general Analytic Teaching Programme, and that of the subject lessons (Language, History, Geography, Environmental studies, and Religion) as well as the reverent school textbooks. The conclusions and proposals of the whole research procedure were also presented in the above research. It was noted that the general A.T.P., refers to the cultivation of national identity, respect and acceptance of ‘foreigner’ peoples, point that was regarded as remarkably positive. Perhaps due to the fact that the Analytic Teaching Programme has been written recently, it has taken into consideration new standards in world wide and Greek societies and the new role education has to play in this theme. The cultivation of European consciousness is also mentioned, element which could lead to a one new kind of national centralization known as euro centrism. The research in the subject of History grade 6th showed that the national identity is cultivated since social political, economical and religious life of Greece from the period of Turkish rule up until today, but the references of the current Greek state are scant. Therefore, the ‘foreigners’ presented through war and diplomatic relations, which they had with Greece and there are few cultural references to them. All the above culminate in the historical consciousness and judgment of students not being cultivated. As far as the subjects Greek Language grade 5th and grade 6th classes, it is noted that their foremost goal is Greece and its culture. Apart from the Anthology text book, all the references deal with the past and does not present the image of the current Greek state. Also, there is no reference to minorities, residing permanently in Greece. The references to ‘foreigners’ basically stem from passages which refer to wars between Greece against other peoples and passages of foreign literature are missing. It has to be mentioned that the Anthology text book comes in terms with the requirements of the A.T.P. and differs from that of the Language textbooks. Through the subjects of Geography of grade 5th and grade 6th classes students experience their first acquaintance with natural, and human environment in Greece 5th class and in the whole world, ( 5th class ). However, there is no mention in minorities as well as in groups of people who have emigrated permanently in Greece in the recent years. It is noted is that the European Union and its aims, which are presented fully in the textbook of 5th class. Also, in the same textbook cultural exchanges between Greek and other cultures are mentioned, elements which are missing from the corresponding text book in 6th grade which promote superiority and homogeneity in Greek culture. After their comparison, both books pose the issue of their inspection according to new standards. Hence, through both books the necessity of co-operation and supporting and the right of believing in different religions is promoted. The subject of Environmental studies of grade 4th attempts to acquaint the students with the geographical state of Greece, the ecosystem, the tradition and culture. Therefore, the cultural references deal fundamentally with the ancient Greek civilization. In regards to the ‘foreigners’ and E.U the references are briefly mentioned and the aims of the A.T.P are not fulfilled successfully. Finally, concerning the subject of Religion grade 6th through the research study on it, I came to the conclusion that the textbook is centered on Christianity and there are no references to other religions. As a consequence, only Christian consciousness is developed to the students and not the religious one, which is the aim of the A.T.P. This element does not develop a religious thinking and this aim is necessary for the prorogation of religious fanaticism and the acceptance of differentiation. A brief summary of the findings is presented in the fifth chapter, which was mentioned above through the research that was held in respect to Greece and to the ‘foreigners’ using the A.T.P. and the corresponding school manuals. Proposals on the improvement of school text books, the A.T.P., as well as proposals on the teachers {which has been studied through the summary of the research Bibliography) followed. In this way the new social and economical reality was taken into account as it is formed in the present era which imposes the educational liberation from national centralization and its implementation with European and worldwide standards to cultivate peace, the acceptance of others and the harmonious co-existence among peoples all over the world for their own best interest.

M.A. / The school constitutes the main institution, to which modernsocieties assign the systematic socialization of each new generation. Indubitably the school handbook constitutes the basic tool in this process, as it is the main means of teaching and its use is more frequent than all the other means. In particular the books that are used for the teaching of the Greek language to Greek children abroad (outside mainland Greece) function, with their content and with their appearance, as ambassadors of Greece abroad. The analysis and evaluation of these books provide important information on the ideology, the cultural identity, the culture and the total experiences of learning by the scholars. Recognizing, therefore, the role, the big value and also the power that school handbooks have, in the molding and the behaviour of young scholars, I truly consider my Post-graduate work, interesting. It has as its subject: "The image of Greece and hellenism as presented in the two main series of manuals for Greek diaspora pupils", both of which are used for the teaching of the Greek language to Greek children abroad". The series "I LEARN GREEK" constitutes a production made possible through the collaboration of the Pedagogical Institute of Greece and the Greek Orthodox Archdiocese of North America.It was published in 1993 and it is addressed to scholars aged 6 to 14 years, who are taught the Greek language in various types of schools in the USA. In practice, however, Greek schools worldwide use the series. The series "THINGS AND LETTERS" is a production of the University of Crete. It was first published on an experimental basis in 1999 and is addressed to Greek children of the Diaspora. The purpose of the present postgraduate study was to seek out how Greece and Hellenism are presented in the contents of the above-mentioned series of instruction material. The question that occupied me was whether the particular series of books accomplished, through the teaching of the language, the transfer to young scholars of 571 elements of Geography, Greek history, of Greek culture, Greek tradition, cultural heritage, orthodoxy, daily reality of modern Greece. The final aim was to find the messages that the scholars receive and the picture that forms in their minds of Greece and Hellenism on finishing their schooling and having being taught Greek with either series even if they have never visited Greece. The first part of my work constitutes the theoretical part of my study and is constituted of two chapters. The first chapter is an introductory study whilst the second refers to Greek migration and the Diaspora and later to the Greek speaking education abroad. Reference is made to the aims, the forms, the institutions, and the means of support of Greek education abroad and includes a historical review of the implementation of Greek-speaking education as organized from Greece. In this chapter also mention is made of the Greek School abroad, the teaching personnel, the student population, the role of the parents and local Greek Communities. Special reference is made, naturally, to Greek-speaking education in South Africa. The second part of my work consists of tables and statistical charts totaling, roughly 350 pages. Here there is a record of all references that are contained in the series "I LEARN GREEK" and "THINGS AND LETTERS" that have connection or relation with Greece and Hellenism and are classified in eight (8) broad categories. The categories are: Greece as a holiday destination Religion Cultural identity Hellenism abroad (Outside Greece) Geography Modern Greece

Orientadores: Samuel Rocha de Oliveira, Rúbia Barcelos Amaral / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-24T09:47:03Z (GMT). No. of bitstreams: 1 Silva_RodrigoRosalisda_M.pdf: 18359966 bytes, checksum: 6615fe0d90be23b1ad3ef993bbbf76de (MD5) Previous issue date: 2013 / Resumo: Tendo em vista as constantes discussões e acontecimentos no meio educacional no que se refere às novidades tecnológicas que surgem na sociedade e são inseridas na sala de aula, nesta pesquisa partimos do momento da inserção dos tablets no ensino público brasileiro, com o objetivo de discutir o desenvolvimento de uma transposição e expansão do conteúdo do livro didático impresso de matemática para o tablet. Procuramos mostrar que, para utilizar o tablet em sala de aula e desenvolver materiais para esse dispositivo, é importante focar no aluno, nos seus processos cognitivos e na sua aprendizagem, e não apenas nos recursos inovadores que uma tecnologia pode oferecer. De modo mais específico, foi tratado o seguinte problema: Como adaptar o conteúdo dos livros didáticos para os tablets, considerando seus efeitos na aprendizagem dos alunos? Esses dispositivos são muito utilizados para livros digitais, pois suas características beneficiam esse tipo de mídia. Partimos desses livros impressos ¿ os quais possuem um vasto e rico conteúdo constantemente avaliado ao longo dos anos, sendo protagonistas em diversas pesquisas acadêmicas ¿, procurando expandir e enriquecer seu conteúdo no tablet, de forma a acrescentar recursos de interatividade, vídeo, imagem e som. Para fundamentar nossas discussões, utilizamos a Teoria Cognitiva de Aprendizagem Multimídia e seus doze princípios para o desenvolvimento de uma Instrução Multimídia que proporcione uma Aprendizagem Multimídia de forma significativa. Para discutir essa transposição, pesquisamos sobre os tablets que serão disponibilizados na escola pública e realizamos uma análise de conteúdo sobre funções trigonométricas seno e cosseno em seis livros impressos do PNLD-EM 2009 ou 2012, a fim de conhecer as semelhanças no tratamento dos conteúdos em diferentes livros. Após conhecer bem os protagonistas (tablet e livro), realizamos a discussão teórica de desenvolvimento da transposição do conteúdo / Abstract: In view of the ongoing discussions and developments in the educational environment with regard to new technologies that arise in society and are inserted in the classroom, in this research we start from the time of insertion of the tablets in the Brazilian public education, with the aim of discussing the transposition of an implementation and expansion of the content of the printed textbook math for the tablet. Sought to show that, to use the tablet in the classroom and develop materials for this device, it is important to focus on the student in their cognitive processes and their learning, not only in innovative features that technology can offer. Specifically, the following problem was addressed: How to adapt the content of textbooks for tablets, considering its effects on student learning? These devices are widely used for digital books, because their characteristics benefit this type of media. We leave these printed books - which have a vast and rich content constantly evaluated over the years, being protagonists in several academic research - looking to expand and enrich its content on the tablet in order to add interactivity, video, image and sound . To substantiate our discussion, we use the Cognitive Theory of Multimedia Learning and its twelve principles for the development of a Multimedia Instruction that provides a significantly Multimedia Learning. To discuss this transposition, we researched on tablets that will be available at the public school and performed a content analysis on trigonometric functions sine and cosine in six books printed PNLD-IN 2009 or 2012 in order to meet the similarities in the treatment of the contents in different books. Once familiar with the protagonists (tablet and book), we performed the theoretical development of the transposition of the content. / Mestrado / Ensino de Ciencias e Matematica / Mestre em Multiunidades em Ensino de Ciências e Matemática

This work establishes itself as objective analysis of the process of elaboration of the definitions of the trigonometric functions, particularly the definition of the cosine function. Thus, it is given a guideline regarding the development of a curriculum in which students are not sparked off the concept of trigonometric function based only on the triangle and trigonometric cycle. Therefore, the biggest challenge is to develop arguments for teaching about and investigate further the concepts of trigonometry. Thus, although we like the first chapter a brief explanation about the history of trigonometry, the work focuses on the development of the definition cosine of some forms, namely: the one presented in textbooks as it observes that it is made with support Euler function, setting via power series, the setting based on the exponential function domain in complex and, finally, setting as a solution of an initial value problem, that is, a differential equation that satisfies a given initial condition. From there will be an analysis of these definitions by observing the viability of each to be presented to high school students. / Neste trabalho, se estabelece como objetivo a análise do processo de elaboração das definiçõoes das funçõoes trigonométricas, particularmente, a definição da funçãao cosseno. Desse modo, é dada uma diretriz no que toca a elaboração de um currículo em que os alunos não fiquem ateados ao conceito de função trigonométrica apenas com base no triângulo retângulo e no ciclo trigonométrico. Portanto, o maior desafio é desenvolver argumentos didáticos para tal, bem como investigar mais detalhadamente as concepções da trigonometria. Com isso, apesar de termos como primeiro capítulo uma breve explanação sobre a história da trigonometria, o trabalho tem como foco o desenvolvimento da definição cosseno de algumas formas, sendo elas: a apresentada nos livros didáticos em que se observa que a mesma é feita com suporte da função de Euler, a definição através de séries de potências, a definição com base na função exponencial com domínio nos complexos e, por fim, a definição como solução de um problema de valor inicial, isto é, uma equação diferencial que satisfaz uma determinada condição inicial. A partir daí será feita uma análise dessas definições observando-se a viabilidade de cada uma delas ser apresentada para os alunos do Ensino Médio.

A tecnologia está presente de forma crescente em vários campos da sociedade e na educação tem sido bastante abordada no movimento CTS. Este trabalho tem como objetivo principal a análise dos livros didáticos de química do Ensino Médio e a elucidação das principais abordagens sobre tecnologia presentes nesses textos. Os dados analisados compreenderam trabalhos de pesquisa nos principais periódicos brasileiros da área de ensino de ciências, documentos oficiais que orientam esse ensino, editais de seleção e guias de livros didáticos assim como as quatro coleções de livros didáticos de química aprovadas no Plano Nacional do Livro Didático de 2015. A análise realizada foi baseada na análise de conteúdo utilizando categorias provenientes da literatura e categorias que emergiram dos textos. A análise dos documentos oficiais, do guia e dos editais de seleção dos livros didáticos revela que a tecnologia é considerada um conteúdo obrigatório no ensino de química. Um levantamento feito nos principais periódicos brasileiros da área de ensino de ciências revelou que a tecnologia é pouco pesquisada nesse contexto. Os trabalhos apontam que a principal concepção de tecnologia é a de ciência aplicada. Por outro lado, os documentos oficiais apontam para a importância de um ensino CTS, dos alunos compreenderem o processo histórico de desenvolvimento da tecnologia e compreenderem o funcionamento de artefatos tecnológicos. A análise dos livros didáticos revela que 79% dos exemplos encontrados apontam que tecnologia é ciência aplicada e em 8% aparecem como sinônimo de técnica. Em 12% dos trechos analisados a tecnologia influencia o desenvolvimento da ciência, entretanto na maioria dos casos é apresentada a ideia de modelo linear de desenvolvimento científico e tecnológico. Os livros didáticos também apresentam alguns exemplos de cultura tecnológica intrínseca e extrínseca. Na cultura tecnológica extrínseca dividiram-se os exemplos em otimismo e pessimismo tecnológico, acessibilidade da tecnologia, neutralidade da tecnologia e tecnologia muda a forma de ver o mundo. O número de exemplos em que a tecnologia foi vista de forma otimista é superior aos exemplos pessimistas. A tecnologia foi apresentada mais como fonte de exemplificação do que como fonte de conteúdo e também foi utilizada no livro como uma forma de justificar a aprendizagem da ciência. Assim, aparecem contradições entre as concepções de tecnologia veiculadas nos livros e as estabelecidas nos documentos oficiais. Tais contradições dificultam o trabalho dos professores em sala de aula e podem estar na raiz das visões equivocadas encontradas do termo. Dessa forma, trabalhar efetivamente a tecnologia em sala de aula requer uma mudança na postura tradicional, que tende a reduzir a tecnologia à mera ciência aplicada. Tal mudança passa necessariamente pela atualização de algumas ideias veiculadas pelos livros didáticos. / Technology is present increasingly in various fields of society and in education has been greatly addressed in the CTS movement. The aim of this work is the analysis of high school chemistry textbooks and the elucidation of the main approaches on technology present in these texts. The data analyzed included research work in the main Brazilian journals in the area of science education, official documents that guide this teaching, selection process and textbook guides as well as the four collections of chemistry textbooks approved in the National Textbook Plan of 2015. The analysis was based on the content analysis using categories from the literature and categories that emerged from the texts. The analysis of the official documents, the guide and the textbook selection processes reveals that technology is considered an obligatory content in teaching chemistry. A survey carried out in the main Brazilian journals in the field of science education revealed that technology is little researched in this context. The works show that the main concept of technology is applied science. On the other hand, official documents point to the importance of CTS teaching, students understanding of the historical process of technology development and understanding of the operation of technological artifacts. The analysis of the textbooks reveals that 79% of the examples found point out that technology is applied science and in 8% they appear as synonymous with technique. In 12% of the extracts analyzed technology influences the development of science. However, in most cases the idea of a linear model of scientific and technological development is presented. The textbooks also present some examples of intrinsic and extrinsic technological culture. In the extrinsic technological culture the examples were divided into optimism and technological pessimism, technology accessibility, technology neutrality and technology modifies the way we see the world. The number of examples in which the technology was viewed optimistically is superior to pessimistic examples. Technology was presented more as a source of exemplification than as a source of subject matter and was also used in the book as a way of justifying the learning of science. Thus, contradictions appear between the conceptions of technology conveyed in the books and those established in the official documents. Such contradictions make the work of teachers difficult in the classroom and may be at the root of the mistaken views of the term. Thus, effectively working the technology in the classroom requires a change in the traditional posture, which tends to reduce technology to mere applied science. Such change necessarily involves the updating of some ideas conveyed by textbooks.

Made available in DSpace on 2017-06-01T18:24:56Z (GMT). No. of bitstreams: 1 anabelle_veloso_melo_vieira.pdf: 1402016 bytes, checksum: 984d8739e41833196bd3a4ca70ee34cf (MD5) Previous issue date: 2014-07-07 / This research, developed by a quantitative / qualitative approach, was based on the analysis of two textbooks, randomly selected, but adopted for literacy classes in a public school and a private one in Recife and its metropolitan zone, and approved in the National Program of Textbook in 2013. Its objective was to identify the incidence of activities which support the acquisition of writing in children from phonological consciousness training classifying these proposals according to the subdivisions of Gombert (2003 ), giving these exercises the theoretical perspectives that underlie these activities . The researches on the acquisition of written language by Ferreiro and Teberosky (1980) and the studies on the importance of phonological consciousness exercises set by Capovilla (2007) and Gombert (2003) will be considered, aiming to confirm the argument that alphabetizing foresees complex and distinct processes, ranging from encouraging reading and writing, with applicability in daily life, until the process of systematization , which implies understanding , by the child, of an auditory - visual code. The data analysis showed that there is great quantitative disparity in the exploration of the axes of Portuguese language, with great highlight on working with reading and textual interpretation, but that metaphonological skills are exploited as a resource for fostering the writing acquisition, although they appear in much lower numbers than the textual proposals. / A presente pesquisa desenvolvida numa abordagem quantitativa/qualitativa, baseou-se na análise de dois livros didáticos, selecionados de forma aleatória, porém adotados para as classes de alfabetização de uma escola pública e outra privada do Recife e Região metropolitana, e aprovados no Programa Nacional do Livro Didático de 2013. Teve como objetivo identificar a incidência de atividades que favorecem a aquisição da escrita em crianças a partir do treino da consciência fonológica classificando essas propostas em conformidade com as subdivisões de Gombert (2003), conferindo nesses exercícios as perspectivas teóricas que embasam essas atividades. Levaremos em consideração as pesquisas em aquisição da linguagem escrita de Ferreiro e Teberosky (1980), os estudos sobre a importância dos exercícios de consciência fonológica enunciados por Capovilla (2007) e Gombert (2003), objetivando corroborar a tese de que alfabetizar prevê processos complexos e distintos que vão desde o incentivo à leitura e à escrita, com a aplicabilidade no cotidiano, até o processo de sistematização, que implica na compreensão, pela criança, de um código auditivo-visual. A análise dos dados demonstrou que há grande disparidade quantitativa na exploração dos eixos da língua portuguesa, com grande destaque para o trabalho com leitura e interpretação textual, mas que as habilidades metafonológicas são exploradas como recurso para favorecimento da aquisição escrita, apesar de aparecerem em número muito inferior às propostas textuais.

Racism is a broad subject and can be discussed in many different contexts. Stemming from the view of the concept of racism presented by Jan Jämte, the aim of this research paper is to analyze how civics textbooks for children in grades 4-6 portray racism.  The research will be performed through the use of a discourse analysis with a ‘what’s the problem represented to be’ strategy. This will be done in order to draw a conclusion on how these textbooks problematize the concept of racism, what is left seen as being unproblematic and what potential effect these factors may have on the pupils. The results show that the textbooks produce a one-sided depiction where individual racism is given a predominant representation and structural racism is nearly completely overlooked. The textbooks do not use the word racism explicitly but instead problematize the concept in sections, where human rights and freedom of speech are discussed. The literature problematizes racism through a juristic perspective were racism is associated with judgements. By problematizing the concept of racism in this way, the student may not fully comprehend what racism is, which in turn creates a risk that they will reproduce racism unwillingly.

Det har skett några studier av läroböcker för matematik i Sverige och andra länder. Studierna fokuserar på olika områden i läroböckerna och visar att i vissa områden sker det ingen utveckling alls och i andra verkar det hända mycket. Då det har skett en utveckling i den digitala världen syftar denna studie till att visa hur användningen av digitala verktyg utvecklas över tid i läroböcker. Undersökningen kollar på antalet gånger och i vilka sammanhang digitala verktyg nämns eller används inom taluppfattning/aritmetik och algebra för kurs 1b. För att undersöka detta har två lärobokserier som har böcker publicerade innan och efter 2011 valts ut. Läroböckerna undersöks med hjälp av en kvantitativ och kvalitativ innehållsanalys. Studien visar att det sker en utveckling i hur ofta digitala verktyg nämns och används och att sammanhangen ofta är densamma. Det sker också störst utveckling mellan utgåvorna när det är förändringar i kursplanerna jämfört med om det släpps en nyutgåva baserat på kommentarer från lärare. / Through the years there have been some studies on mathematics textbooks in Sweden. The studies have different focus when they study the textbooks. Earlier studies show that depending on what you study they finds that there are none to some change in the textbooks. Because there has been a development in the digital world this study focuses on the development of use of digital tools in the textbooks for mathematic in Sweden. This study uses content analysis to analyse how often digital tools is mentioned or used in number sense/arithmetic and algebra for course 1b in Swedish upper secondary school. The results show that there is a development in how often digital tools are used in the textbooks but that the context often stay the same. The biggest different is also to be found when a new syllabus is introduced compared to when a new edition is based on teacher comments.