Flera undersökningar har visat att svenska elevers kunskaper inom områdena taluppfattning och aritmetik har blivit sämre. I denna uppsats står därför taluppfattning, med multiplikation som utgångspunkt, i fokus. Syftet med det här arbetet har varit att analysera hur olika läromedels framställning av räknesättet multiplikation samt strukturering av inlärningen av de grundläggande multiplikationskombinationerna kan påverka elevers möjlighet att utveckla god taluppfattning. För att svara på vårt syfte har vi gjort en läromedelsanalys av fem olika läromedel i matematik, avsedda för åk 1-3. Resultatet pekar på att några av de analyserade läromedlen framställer multiplikation på ett begränsat sätt vilket kan antas ha negativ inverkan på elevers möjlighet att utveckla förståelse för räknesättet multiplikation och därmed också på taluppfattningen. Resultatet pekar också på att flera av läromedlen, genom sitt sätt att lyfta fram tankeformer och samband, strukturerar inlärningen av multiplikationskombinationerna så att elevers möjlighet att utveckla taluppfattning gynnas. / Several studies have shown that Swedish students' knowledge of number sense and arithmetic have been deteriorating. In view of this number sense, with multiplication as a basis, is the focus in this composition. The purpose of this work has been to analyze how different textbooks description of multiplication and structure of learning the basic multiplication combinations can influence students' ability to develop number sense. To answer our purpose we made a textbook analysis of five textbooks in mathematics, for grade 1-3. The results indicate that some of the analyzed textbooks describe multiplication in a limited way which one can assume have negative impact on students' ability to develop understanding of multiplication and so developing number sense. The results also indicate that several of the textbooks, by the way they emphasize mental strategies and connections between numbers, structure the learning of the basic multiplication combinations in a way that support students' opportunity to develop number sense.

The aim of this study was to examine middle school science textbooks according to some criteria in terms of nature of science (NOS). A total of three middle school science textbooks in 6th, 7th and 8th grade and two biology units were analyzed in each textbook. In the 6th grade science textbooks, Reproduction, Development and Growth in Living Beingsand Systems in Our Body units, in the 7th grade science textbook, Systems in Our Body and Human and Environment units, in the 8th grade science textbook, Cell Division and Heredity and Livings and Energy Relationships units were analyzed by using Nature of Science Criteria, adapted from Gunckel&amp / #8217 / s (2004) study. The instrument consists of 3 categories, 9 criteria and 28 indicators. The categories are: Science as Authoritative Knowledge, Science as Understanding Phenomena and Science as the Social Construction of Knowledge. A qualitative oriented approach was performed and content analysis method was used to assess the science textbooks. Data were analyzed by percentage and frequency analysis. Reliability was calculated by Cohen&amp / #8217 / s Kappa and the value 0,71 which was found is reliable. The results of this study revealed that the three science textbooks inadequately presented the nature of science categories. It was also found that the percentages of almost all the indicators were under fifty. The textbooks presented the science as authoritative knowledge category relatively higher than the other two categories. The science as the sociocultural construction of knowledge category was portrayed less than the other two categories.

ABSTRACT ANALYSIS OF ANALOGY USE ON FUNCTION CONCEPT IN THE NINTH GRADE MATHEMATICS TEXTBOOK AND CLASSROOMS &Uuml / nver, Emel M.S., Department of Secondary Science and Mathematics Education Supervisor: Assoc.Prof. Dr Behiye UBUZ December 2009, 64 pages The primary objective of the current study was to examine how analogies are used on function concept in the ninth grade mathematics textbook and classrooms. Using qualitative research procedure comprising textbook analysis and classroom observations, a picture was developed of how analogies used on function concept in ninth grade mathematics textbook and classrooms. One mathematics textbook, the primary source for observed classes was selected and analyzed for the study. Chapter entitled as &ldquo / functions&rdquo / in the selected textbook was closely examined for use of analogies therein. Subtitles of the chapter used in the analysis were identified according to the subtitles taught in observed classes. Moreover, the data were obtained from the observation of two teachers&rsquo / 9th grade mathematics clasess during the 7-week data collection period. Totally, twenty-five lessons were videorecorded. Having determined which comparisons would be counted as analogies, each of the textbook and classroom analogies was classified according to an analogy classification framework including eight criteria, modified from that of Thiele and Treagust&rsquo / s (1994). Analysis of the textbook suggested that all the analogies were enriched and functional, majority of them presented in both verbal and pictorial formats, most of them were advance organizers or post-synthesizers and some of them were embedded activators. However, none of them was explained completely and contained any limitations. On the other side, analysis of classroom analogies revealed that nearly all the analogies were functional, enriched or extended presented verbally as embedded activators, and all of them explained absolutely without any stated limitations.

The process of generalization in mathematics was identified by mathematics education and educational psychology research, out of many mental actions or operations, as a cognitive function fundamentally required in the thinking process. Moreover, the current changes in education in the United States bring forward the dual goal of mathematics teaching and learning: students should have strong and rigorous mathematical content knowledge and students should be involved in practices that define the status of doing mathematical work. This dual role is totally dependent on the process of generalization. This study uses theories and research findings from the field of algebraic thinking, teaching, and learning to understand how the third grade teacher’s edition textbooks of three mathematics curricula portray the process of generalization. I started my study with the development of a theoretical coding system obtained by combining Kaput’s theory about algebra (Kaput, 2008), Krutetskii’s two way of generalization (Krutetskii, 1976), and the five mathematical representations identified by Lesh, Post, and Behr (1987). Then, I used the coding system to identify tasks that have the potential to involve students in the process of generalization. The findings from my study provide evidence that following a well-structured theory, such as Kaput’s theory about algebra, allows us to identify tasks that support algebraic thinking and to create new ones with higher potential to involve children in the process of generalization. Such tasks may support the development of algebraic thinking as a continuous process that should start from early grades of elementary school.

The Swedish educational system has taken a step toward change in hopes of a better education by presenting a new national curriculum: Curriculum for the compulsory school, preschool class and the leisure-time centre 2011 (Lgr 11). I have therefore chosen to analyze the textbooks Champion 4 and Portfolio based on the objectives and areas of knowledge for grades 4-6 found in the syllabus for English in Lgr 11 in order to find out whether or not the textbooks are in harmony with the syllabus and if the textbooks can be used to help students meet the requirements found in the syllabus for the English subject. The purpose of this study is to analyze selected textbooks for the English subject for students in fourth grade to find out which of the curriculum’s requirements are met for grades 4-6, that is, goals and areas of knowledge and if they can be used in the compulsory school. The results of this study show that the analyzed books can be used in an education that today follows a new curriculum. However the education should not only be based on the textbooks. The teacher must take responsibility for designing an education that suits the intended student group, but also provides students with different learning styles an opportunity to develop in their individual ways. Therefore it is not a reasonable option to allow the teaching to only revolve around the textbooks even if these books offer exercises that help develop the abilities that are written in the curriculum.

This exam paper has examined visual portrayals of overweight and fatness in two swedish upper secondary school textbooks, one in physical education and one in social science. The textbooks were analyzed in regard to numeral representation, interacting social categories such as gender and age, depiction in forms of activities and stereotypes and relation to context close to or far away from a swedish context. The analysis showed an underrepresentation of overweight and fat bodies in both textbooks, but the represention of overweight bodies in the textbook on physical education were nearly nil whereas in the textbook on social science there where representations of both overweight and fat bodies. Combined the both textbooks gave a representation of health and youth as not represented by overweight or fat bodies.

在西方傳統上，宗教對個人道德修養扮演重要角色。相反地，由於受到中國儒教傳統的影響，許多亞洲國家認為道德教育列為正規教育重要的一環。自十九世紀末至今，台灣經歷五十年日本政府的殖民階段，後續接受中國國民黨統治，其學童在不同政權下所接受的道德教育為一值得研究的主題。台灣近代的教育系統建立於日本政府殖民時期，之後經過國民黨政府修正。兩個政府都壟斷了教科書的編修與發行，並提供學生免費或價廉的教科書，更透過統一、嚴格的教育系統使得政府發行的教科書變成老師與學生最主要的學習資源，確保執政者之信念在民眾間可獲得推廣。本論文的目的是探討1920年至1960年期間台灣兒童所接受的道德教育。研究的方法是檢視及評估此段期間內，分別由日本殖民政府與國民黨政府所出版的小學修身與公民教科書，我們將對教科書內傳達的道德價值觀進行分析與比較。 / In the Western world religion has long played an important role in moral education and self-cultivation. Conversely, in many Asian countries which have been influenced by Chinese Confucian traditions, moral self-cultivation is one of the primary goals of education. Taiwan, which was a Japanese colony for 50 years before coming under the control of the Chinese Nationalist Party, or Kuomintang (KMT), presents a unique case for the study of ethics education, as Taiwanese schoolchildren were exposed to both Japanese and Chinese moral traditions over the course of the 20th century. Taiwan’s modern education system, established by the Japanese and expanded under KMT rule, allowed the ideologies of the two governments to reach a wide audience. Government monopolies on textbook creation, the provision of free or subsidized textbooks to schools, as well as the rigid and uniform nature of the school system all ensured that textbooks would be the primary resource for both students and teachers. This research seeks to examine and evaluate Taiwanese moral education from 1920 through to 1960, a period which covers both Japanese and Chinese rule. The study will be carried out by way of a comparative analysis of elementary school ethics and civics textbooks published under both regimes.

In the light of Swedish pupils' declining understanding of non-fiction, as well as the abolition of textbook examination, the idea for this study was born. The purpose was to explore two reading comprehension textbooks in the subject of Swedish and compare them to PIRLS reading test from 2011. Furthermore, the overall aim has been to analyze the coherence between them (alignment). The study was focused on highlighting the similarities and differences among the texts and tasks provided in the materials. With particular focus on the text's prose, genre and format, as well as on the reading comprehension strategies that were practiced and tested in the tasks. Through text analysis, theories of alignment (Biggs, 2003) and reading comprehension strategies (Andreassen 2008; Reichenberg 2014; Westlund 2015) the following questions were answered: Which similarities and differences regarding the text's prose form, genre and design can be discerned in the two textbooks compared to PIRLS reading test?  Which similarities and differences exist between the reading comprehension strategies that are practiced in the textbooks' tasks compared to those tested in PIRLS reading test?  Which preconditions are given the pupils to perform at PIRLS through the work of these two reading comprehension textbooks? The results showed both similarities and differences among all of the materials. The distribution of the text's prose form differed. In one textbook the most common form was fictional prose, whereas in the other book non-fiction occurred more. However the distribution was even in PIRLS reading test. Results also revealed that the extent of the texts was significantly longer in the reading test than in either one of the textbooks. Additionally the results indicated that the tasks, in PIRLS and in the textbooks, require a use of different reading comprehension strategies. In the textbooks multiple strategies were needed to solve the tasks, in contrast to PIRLS, where there were no use of several of them. These findings suggest a lack of alignment between the analyzed materials.

Visualization in mathematics can be discussed in many ways; it is a broad term that references physical visualization objects as well as the process in which we picture images and manipulate them in our minds. Research suggests that visualization can be a powerful tool in mathematics for intuitive understanding, providing and/or supporting proof and reasoning, and assisting in comprehension. The literature also reveals some difficulties related to the use of visualization, particularly how illustrations can mislead students if they are not comfortable seeing concepts represented in varied ways. However, despite the extensive research on the benefits and challenges of visualization there is little research into what types of figures students are exposed to through their textbooks. This study examines 14 high school geometry textbooks in total, comprised of eight physical textbooks from the top three major textbook publishers in the United States and six FlexBooks created by a non-profit organization developing free and customizable textbooks online. In each textbook the printed images from four topics were classified: Parallel Lines and Transversals, Classifying Triangles, Parallelograms, and Trapezoids. The ‘typical’ images in each of the four topics were defined and the percentages of images that were typical for each textbook in both the lesson and exercise portions were calculated. Results indicate that lesson portions of sections generally contain more typical images than exercise portions and that the total percentage of typical images in an average section varies from 51.9% typical images in the Parallel Lines and Transversals section to 75.2% typical images in the Trapezoid section. Based on these results we list possible avenues for further research in this area.

This diploma thesis deals with analysis of available textbooks of Czech as a foreign language published in Japan. Specifically, it focuses on analyzing their macrostructure and microstructure, their size of content and means of linguo-didactic presentation, means for stimulation of communicative skills and verification of understanding and using the language content correctly. Based on the findings, it derives a conclusion and predicts possible development of the textbooks in future. Key words: textbook, Czech for foreigners, Japanese, Japan, textbook analysis