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1
Brehmer, Daniel. "Problem solving in mathematics textbooks". Licentiate thesis, Mälardalens högskola, Utbildningsvetenskap och Matematik, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-27739.
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The aim of this study is to analyse how mathematical problem solving (MPS) is represented in mathematical textbooks for Swedish upper secondary school. The analysis comprises dominating Swedish textbook series, and relates to uncovering a) the quantity of tasks that are actually mathematical problems (MPs), b) their location in the chapter, c) their difficulty level, and d) their context. Based on an analysis of 5,722 tasks from the area of calculus, it is concluded that the textbooks themselves contain very few tasks that can be defined as MPs, and that those that are MPs are found at the end of a chapter at the most difficult level, and are presented in a pure mathematical context. Implications are discussed.
2
Brockway, Elizabeth Marie. "THE PORTRAYAL OF THE MIDDLE EAST IN SECONDARY SCHOOL U.S TEXTBOOKS". Bowling Green, Ohio : Bowling Green State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1174677061.
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3
Kavaz, Sevim. "Analysis Of High School Physics Textbooks". Master's thesis, METU, 2006. http://etd.lib.metu.edu.tr/upload/2/12607693/index.pdf.
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The purpose of this study is (1) to investigate the characteristics of ideal physics textbooks, (2) to investigate the students, teachers, textbook writers, book committee members and science education instructors&rsquoopinions whether the 9th grade physics textbooks, used in TRNC (Turkish Republic of Northern Cyprus), possess the characteristics of an ideal physics textbook, and (3) to investigate how physics textbooks should be used and how they are being used. In this study, &ldquo
Physics Textbooks Evaluation Questionnaires&rdquo
, which were prepared for physics teachers, 9th grade students, National Ministry of Education book committee members, science education instructors and physics textbook writers separately, were used as measuring instruments. The study was conducted with 591 students, 18 physics teachers, 4 book committee members, 3 science education instructors in Magosa and LefkoSa cities in TRNC, and 4 physics textbook writers in 2005-2006 spring semester. The data were analyzed by using frequency analysis. Results revealed that most of the opinions of the participants matched with the literature review in terms of ideal physics textbooks characteristics. In addition, according to most of the textbook writers and book committee members, textbooks, that were analyzed, possessed most of the characteristics of ideal physics textbooks in the nine determined categories. However, according to most of the teachers&rsquo
and students&rsquo
opinions, analyzed physics textbooks possessed most of the ideal physics textbook characteristics in all categories except instructional approach category. Students&rsquo
views on usage of physics textbooks indicated that most of the teachers and students&rsquo
levels of using physics textbooks were almost similar. In addition, all groups of the participants stated that it is necessary to support textbooks with other sources.
4
Johnson, Gwendolyn Joy. "Proportionality in Middle-School Mathematics Textbooks". Scholar Commons, 2010. https://scholarcommons.usf.edu/etd/1670.
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Some scholars have criticized the treatment of proportionality in middle-school textbooks, but these criticisms seem to be based on informal knowledge of the content of textbooks rather than on a detailed curriculum analysis. Thus, a curriculum analysis related to proportionality was needed.
To investigate the treatment of proportionality in current middle-school textbooks, nine such books were analyzed. Sixth-, seventh-, and eighth-grade textbooks from three series were used: ConnectedMathematics2 (CMP), Glencoe's Math Connects, and the University of Chicago School Mathematics Project (UCSMP). Lessons with a focus on proportionality were selected from four content areas: algebra, data analysis/probability, geometry/measurement, and rational numbers. Within each lesson, tasks (activities, examples, and exercises) related to proportionality were coded along five dimensions: content area, problem type, solution strategy, presence or absence of a visual representation, and whether the task contained material regarding the characteristics of proportionality. For activities and exercises, the level of cognitive demand was also noted.
Results indicate that proportionality is more of a focus in sixth and seventh-grade textbooks than in eighth-grade textbooks. The CMP and UCSMP series focused on algebra in eighth grade rather than proportionality. In all of the sixth-grade textbooks, and some of the seventh- and eighth-grade books, proportionality was presented primarily through the rational number content area.
Two problem types described in the research literature, ratio comparison and missing value, were extensively found. However, qualitative proportional problems were virtually absent from the textbooks in this study. Other problem types (alternate form and function rule), not described in the literature, were also found.
Differences were found between the solution strategies suggested in the three textbook series. Formal proportions are used earlier and more frequently in the Math Connects series than in the other two. In the CMP series, students are more likely to use manipulatives.
The Mathematical Task Framework (Stein, Smith, Henningsen, & Silver, 2000) was used to measure the level of cognitive demand. The level of cognitive demand differed among textbook series with the CMP series having the highest level of cognitive demand and the Math Connects series having the lowest.
5
Zorin, Barbara. "Geometric Transformations in Middle School Mathematics Textbooks". Scholar Commons, 2011. http://scholarcommons.usf.edu/etd/3421.
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Abstract
This study analyzed treatment of geometric transformations in presently available middle grades (6, 7, 8) student mathematics textbooks. Fourteen textbooks from four widely used textbook series were evaluated: two mainline publisher series, Pearson (Prentice Hall) and Glencoe (Math Connects); one National Science Foundation (NSF) funded curriculum project textbook series, Connected Mathematics 2; and one non-NSF funded curriculum project, the University of Chicago School Mathematics Project (UCSMP).
A framework was developed to distinguish the characteristics in the treatment of geometric transformations and to determine the potential opportunity to learn transformation concepts as measured by textbook physical characteristics, lesson narratives, and analysis of student exercises with level of cognitive demand. Results indicated no consistency found in order, frequency, or location of transformation topics within textbooks by publisher or grade level.
The structure of transformation lessons in three series (Prentice Hall, Glencoe, and UCSMP) was similar, with transformation lesson content at a simplified level and student low level of cognitive demand in transformation tasks. The types of exercises found predominately focused on students applying content studied in the narrative of lessons. The typical problems and issues experienced by students when working with transformations, as identified in the literature, received little support or attention in the lessons. The types of tasks that seem to embody the ideals in the process standards, such as working a problem backwards, were found on few occurrences across all textbooks examined. The level of cognitive demand required for student exercises predominately occurred in the Lower-Level, and Lower-Middle categories.
Research indicates approximately the last fourth of textbook pages are not likely to be studied during a school year; hence topics located in the final fourth of textbook pages might not provide students the opportunity to experience geometric transformations in that year. This was found to be the case in some of the textbooks examined, therefore students might not have the opportunity to study geometric transformations during some middle grades, as was the case for the Glencoe (6, 7), and the UCSMP (6) textbooks, or possibly during their entire middle grades career as was found with the Prentice Hall (6, 7, Prealgebra) textbook series.
6
Ozgeldi, Meric. "Middle School Mathematics Teachers". Phd thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12614448/index.pdf.
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The current study aimed to explore middle school mathematics teachers&rsquouse of mathematics textbooks and examine their integration of tasks in the textbooks into teaching. The framework of a mixed methods research design guided data collection in this study. A questionnaire called the Use of Mathematics Textbooks Questionnaire was developed and validated to identify the ways teachers benefit from textbooks. The factor analysis revealed four dimensions, namely Reading Student Edition Textbook, Selecting Questions from Workbook, Reading Teacher Edition Textbook, and Selecting Tasks and Problems from Auxilary Books. The results of the study showed that teachers used the student edition textbook for mostly during class and for lesson preparation. Teachers also used the student edition textbook for explaining the topic and the introductory tasks. However, they rarely used it for selecting problems and examples. Teachers read the student edition textbook mostly during and prior to class
and mostly use it for topic explanation, but rarely for problems and examples. They stated that they frequently selected questions from the workbook that were not included in the textbook. However, they occasionally picked questions to use during lessons. They frequently used auxilary books to select questions similar to the ones in the high school entrance exam problems. In examining the process of teachers&rsquo
use of mathematics textbooks, it was argued that there were interpretive processes as teachers engage with and use textbooks. The analysis of interviews and observations showed that teachers read textbooks and select tasks and questions from those books. In their decisions about using tasks from textooks, teachers usually considered the nature of tasks and students&rsquo
characteristics.
7
Gibbs, Desmond Robert. "Victorian school books : a study of the changing social content and use of school books in Victoria, 1848-1948, with particular reference to school readers /". Connect to thesis, 1987. http://eprints.unimelb.edu.au/archive/00001321.
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Kawano, Madoka. "An analysis of cultural contents of high school English textbooks in Japan". Thesis, University of British Columbia, 1987. http://hdl.handle.net/2429/26851.
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This study was conducted for the following two purposes: 1) to create and test a process by which cultural information in English textbooks in Japan can be analyzed, and 2) to examine what and how much information about foreign culture is taught in English classes in Japan.
First, a process was developed from Joiner's evaluation form to gauge the cultural content of EFL textbooks. Action was taken to ensure that the process included both qualitative and quantitative steps. Second, the process entailed an analysis of the cultural content of 10 senior high school English textbooks published in Japan.
The process was found to be functional and the analysis revealed that the textbooks were inadequate for the purpose of raising students' cultural awareness. The results of this study may be utilized not only for the improvement of textbooks, but also for future studies which might examine junior high school and college English textbooks.Education, Faculty of
Language and Literacy Education (LLED), Department of
Graduate
9
Wang, Sheue-shya. "A Content Analysis of School Reading Textbooks in Taiwan and in Texas". Thesis, University of North Texas, 1993. https://digital.library.unt.edu/ark:/67531/metadc278397/.
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The purpose of this study was to analyze and compare the values, beliefs, and ideas in school reading textbooks (Readers) in Taiwan and in Texas. It intended to examine the social control function of school Readers, with which a culture deliberately molds its young generation. This study employed primarily qualitative methods. The collection of data used the technique of content analysis, student surveys, and teacher expert panel discussions. The analysis of data followed a constant comparative approach. The themes shared by the two sets of Readers included family, friends, humans and living creatures, political ideals, reading/writing, appreciation of nature, science, indomitable spirit, turning danger into safety, setting goals, education, desirable and undesirable qualities or behaviors. Despite the similarities of these themes, the substance or focus of them may vary. The themes unique to the Texas Readers were content knowledge, cultural diversity, dilemma and choice, observations about people, words, tomorrow's technology, winning, and general truth. The themes unique to the Taiwan Readers included life philosophy, learning, necessary difficulties, sensitivity, and military strategies. The theme occurring most frequently in both sets of Readers was the desirable qualities or behaviors. The values advocated in the Taiwan Readers were idealistic and had a society-centered focus (for example, patriotism, appreciation of others, serving others, and honesty). Absolute moral principles were taught. A group orientation and altruism were evident. In contrast, the Texas Readers did not have such an emphasis on the concept of group. Personal feelings, individual accomplishments, and self-centered values (for instance, effort, courage, determination, talent, and independence) received more attention. The values were perceived to be relative to the situation. The Taiwan Readers, produced by a national education system, transmitted traditional Chinese beliefs and values. The Texas Readers, with the publishers' intent to avoid controversies, presented more general or universal values. Although the sources of control were different, they influenced textbook content in a similar way.
10
Abbas-Nejad-Konjin, Anahita. "A gender analysis of Iranian middle school textbooks". Thesis, University of British Columbia, 2012. http://hdl.handle.net/2429/43597.
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This study examines gender inequity in three Iranian middle school textbooks, and explores the efforts that Iranian women make to adopt, negotiate and resist the sexist indoctrinations of the textbooks. This thesis consists of two phases. The first phase contains a content analysis of the grade 6 Farsi Language Arts, grade 7 English as a Foreign Language, and grade 8 Natural Sciences textbooks taught in the academic year 2011-2012 in Iran. The second phase of the thesis analyzes the oral history interviews conducted with three female engineers regarding their K-12 and university education in Iran. The findings of the content analysis reveal that sexist indications permeate Iranian textbooks. Compared to men, women have a pale presence in the books. Women and girls are depicted, for the most part, in the domestic sphere, and their role as mothers and nurturers are stressed in stories, poems, and illustrations. An analysis of the women’s interviews and archival documents; however, indicate that despite the sexist instructions of the textbooks, Iranian women are endeavouring to destabilise the cultural and political structures that curtail their rights. Today Iranian women are actively present in the public sphere; some of them are stepping into territories that have been long regarded as male-only grounds. By so doing, these women are gradually dismantling patriarchal systems of power.
11
Kantartzi, Evagelia. "Sex role stereotypes in Greek primary school textbooks". Thesis, University of Hull, 2000. http://hydra.hull.ac.uk/resources/hull:8059.
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My purpose in this research is to examine the way in which the two sexes are presented in school textbooks. The incentive for pursuing my research was my own experience of using school textbooks and the observation of everyday reality. Until the present time research in Greece regarding the image of the two sexes has been limited to the primary school reading-scheme books. With this study I intend to give a detailed picture of the beliefs about sex roles as these are presented through the whole range of school textbooks. My ambition is that my work - in combination with other similar studies - will help instructors to comprehend and point out the traditional standard beliefs about the two sexes depicted in the textbooks which are used on a daily basis in schools in Greece. This research could sensitise instructors and simultaneously help them to be aware of and recognise the stereotype beliefs in the books they use. In this way they will be able, with the appropriate interventions and discussions, to consider their validity in relation to the children they teach. The present study is presented in 14 chapters. It is divided into two parts. The first part deals with the wide theoretical-work related to socialisation and the sex roles (Chapters 1-2). The third chapter discusses the agents of sex role socialisation (the family, peer groups, media, school). The fourth chapter studies the woman's professional role. Chapter 5 includes a brief description of the Greek educational system and an examination of a girl's place within it. The sixth deals with books as a factor in the configuration of the sex role. Chapter 7 includes a review of the related studies. The second part of the thesis includes the main body of the study, the methodology (chapter 8), the analysis of the results (chapters 9-13) and finally the conclusions and suggestions (chapter 14). Chapters 9-13 have their own separate bibliographies to facilitate reference for readers interested in one particular curriculum area.
12
Harris, Carol. "Errors in South African secondary school mathematics textbooks". Master's thesis, University of Cape Town, 1998. http://hdl.handle.net/11427/9684.
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Bibliography: leaves 97-101.Since 1960 various new topics were introduced into the South African mathematics syllabus for high schools. This was generally described as "New Maths". These topics were characterised by an emphasis on mathematical structure (set theory, groups, rings and fields, the construction of the real number system, relations and functions, vectors and mathematical induction). Textbooks that were published in South Africa during this time have been found to contain numerous significant mathematical errors, especially in connection with these new topics. This project has entailed the collection, classification and commentary on these problems. It has involved a study of a range of texts from Standards 6 to 10. The methodology utilised entailed reading as many maths textbooks as we could find in libraries such as Education libraries. Other sources of textbooks were from the library of the Mathematics Education Project (MEP)(of the University of Cape Town), private collections and second hand bookshops. Some misconceptions arise across a range of texts indicating that either a general misunderstanding has occurred or that authors have used one another's work in their research. We conducted a search for mathematical errors and not minor misprints, arithmetical slips, algebraic errors, mistakes in answers at the back of the book, spelling or grammatical mistakes.
13
Kostyuk, Nataliya. "Britishness from a linguistic prespective in school textbooks". Master's thesis, Universidade de Aveiro, 2007. http://hdl.handle.net/10773/2777.
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Mestrado em Estudos InglesesO presente trabalho teve como objectivo apresentar a nacionalidade britânica como um grupo étnico e cultural que possui uma herança histórica e tradicional e que tem representações fixas nas outras culturas onde a língua inglesa surge no curriculum escolar como língua estrangeira. O estereótipo da nacionalidade abrange muitas características que, recebidas através da língua, formam futuras atitudes em relação ao ambiente social e à comunidade da cultura materna. Os estereótipos culturais existem como resultado do conhecimento da cultura estrangeira através dos manuais escolares e também como forma de entender a outra cultura, pois antes de entrar em comunicação com “os outros”, a criança tem certas opiniões sobre pessoas que pertencem a outra cultura. Os alunos, quando trabalham textos sobre o povo británico e analisam outros tópicos ligados à nacionalidade britânica com a ajuda do professor, recebem a informação, armazenam-na e aplicam-na total ou parcialmente a qualquer pessoa britânica, evidenciando, assim, a informação que lhes foi fornecida. ABSTRACT: The present work has as its objective to focus on British nationality as an ethnic and cultural group that possesses a historical and traditional heritage. The stereotype of nationality includes a very wide range of characteristics that are expressed through the language and thus form attitudes towards the surrounding environment and community. Stereotypes are created because even before having any contact with another culture; children have already formed an idea of what that culture is. Information about “others” is very important in itself; important in terms of providing information about the other culture and responsible at the same time for further development of ideas in learners’ minds. Working with textbooks and analysing the texts about British people and their way of life or other topics linked to British nationality, learners fix the information, store it and are able to apply it in future to any person categorised as British thus expressing their awareness based on previous knowledge.
14
Muspratt, Alexander Walter, i n/a. "Representing Scientific Knowledge in High School Textbooks: a Corpus Study". Griffith University. School of Cognition, Language and Special Education, 2006. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20060913.150726.
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This thesis reports a computational corpus study of textbooks used in high school science programs in Queensland, Australia. The central research issues concern: 1. how textbook authors deploy linguistic resources in representing scientific knowledge; 2. whether or not authors deploy linguistic resources differently across the disciplines of science, and for younger and older readers; and, 3. whether or not variation in the deployment of linguistic resources can be interpreted in terms of the processes and mechanisms for establishing reliable and valid scientific knowledge. The thesis first summarises theoretical debates concerning the nature and teaching of science. An extended discussion, in the form of a case study of Galileo's work on motion, is presented, along with examples of how the 'Galileo story' has been revised and modified into popular and professional / educational imagination. This discussion thaws out critical points about the relationships between science as an observational and empirical activity and science as an abstract and intellectual activity. This is contrasted with educational constructivist accounts of learning and pedagogy, and how constructivist pedagogy is influenced by constructivist accounts of the doing of science. The data collection and analysis methods are then described in detail. A variety of tagging and marking techniques relating to vocabulary, logical formation and connection words, and grammatical formations are used. These provide the bases for a variety of frequency and collocational analyses, which, in turn, feed into a series of multivariate analyses. After presenting a descriptive overview of the corpus of textbooks, the results are reported in four chapters. Each chapter considers one linguistic resource in turn: vocabulary diversity, lexical organisation, words used to establish logical and structural formations, and grammatical organisation. These chapters show that there is systematic variation in authors deployment of linguistic resources, and that variation with respect to one linguistic resource is associated with variation with respect to the others. In particular, when scientific knowledge is presented through elaboration, persuasion, and description, there is little or no underlying structure to the phenomena being discussed, or there are few or no underlying concepts to which authors can return as their discussions progress. Alternatively, when scientific knowledge is presented in terms of rules, statements, procedures, and arrangements, the content of a topic is structured around a small number of underlying and uni~ing concepts. The contrast is between a loosely structured science that is descriptive, factual and observational, and a highly structured science that is for the most part theoretical. Furthermore, authors selectivity in their deployment of linguistic resources is associated with the major scientific disciplines. The suggestion is that the contents of Biology and Geology, with only a loose structure or no structure to the contents underlying concepts, are presented through elaboration, persuasion, and description, whereas the contents of Physics and Chemistry, structured around a small number of underlying and uni~ing concepts, are presented in terms of rules, statements, procedures, and arrangements. The thesis concludes that what is missing in textbook accounts that embody naive empiricism is the discernment evident in Galileos work: when, how and with what cost to 'simplify' the experiential world, and how to add back to theoretical accounts the complexities of the experiential world. It is an understanding of these processes and the ways in which they can be displayed and developed in classrooms that could better inform the preparation of science teachers as well as laying a stronger base for high school programs.
15
Muspratt, Alexander Walter. "Representing Scientific Knowledge in High School Textbooks: a Corpus Study". Thesis, Griffith University, 2006. http://hdl.handle.net/10072/365592.
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This thesis reports a computational corpus study of textbooks used in high school science programs in Queensland, Australia. The central research issues concern: 1. how textbook authors deploy linguistic resources in representing scientific knowledge; 2. whether or not authors deploy linguistic resources differently across the disciplines of science, and for younger and older readers; and, 3. whether or not variation in the deployment of linguistic resources can be interpreted in terms of the processes and mechanisms for establishing reliable and valid scientific knowledge. The thesis first summarises theoretical debates concerning the nature and teaching of science. An extended discussion, in the form of a case study of Galileo's work on motion, is presented, along with examples of how the 'Galileo story' has been revised and modified into popular and professional / educational imagination. This discussion thaws out critical points about the relationships between science as an observational and empirical activity and science as an abstract and intellectual activity. This is contrasted with educational constructivist accounts of learning and pedagogy, and how constructivist pedagogy is influenced by constructivist accounts of the doing of science. The data collection and analysis methods are then described in detail. A variety of tagging and marking techniques relating to vocabulary, logical formation and connection words, and grammatical formations are used. These provide the bases for a variety of frequency and collocational analyses, which, in turn, feed into a series of multivariate analyses. After presenting a descriptive overview of the corpus of textbooks, the results are reported in four chapters. Each chapter considers one linguistic resource in turn: vocabulary diversity, lexical organisation, words used to establish logical and structural formations, and grammatical organisation. These chapters show that there is systematic variation in authors deployment of linguistic resources, and that variation with respect to one linguistic resource is associated with variation with respect to the others. In particular, when scientific knowledge is presented through elaboration, persuasion, and description, there is little or no underlying structure to the phenomena being discussed, or there are few or no underlying concepts to which authors can return as their discussions progress. Alternatively, when scientific knowledge is presented in terms of rules, statements, procedures, and arrangements, the content of a topic is structured around a small number of underlying and uni~ing concepts. The contrast is between a loosely structured science that is descriptive, factual and observational, and a highly structured science that is for the most part theoretical. Furthermore, authors selectivity in their deployment of linguistic resources is associated with the major scientific disciplines. The suggestion is that the contents of Biology and Geology, with only a loose structure or no structure to the contents underlying concepts, are presented through elaboration, persuasion, and description, whereas the contents of Physics and Chemistry, structured around a small number of underlying and uni~ing concepts, are presented in terms of rules, statements, procedures, and arrangements. The thesis concludes that what is missing in textbook accounts that embody naive empiricism is the discernment evident in Galileos work: when, how and with what cost to 'simplify' the experiential world, and how to add back to theoretical accounts the complexities of the experiential world. It is an understanding of these processes and the ways in which they can be displayed and developed in classrooms that could better inform the preparation of science teachers as well as laying a stronger base for high school programs.Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Cognition, Language and Special Education
Full Text
16
Cannon, Megan N. "Prevalence of Typical Images in High School Geometry Textbooks". Scholar Commons, 2017. http://scholarcommons.usf.edu/etd/6809.
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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.
17
Li, Pui-lin, i 李佩蓮. "Evaluation of Hong Kong secondary school chinese history textbooks". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B31957304.
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18
Hasan, Maryam Mohammad. "Political socialization in Kuwait : a study of school textbooks". Thesis, University of Exeter, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.276532.
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19
Kearsey, John Mark Benjamin. "The accessibility of school science textbooks to bilingual students". Thesis, University College London (University of London), 1997. http://discovery.ucl.ac.uk/10007407/.
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Teachers may consider bilingual students to be linguistically disadvantaged. They may reason that making meaning of concepts in different languages leads to interference between the messages received and consequent confusion. However, bilingualism might help students to understand how languages work. This metalinguistic awareness would be a useful skill when students attempt to master the scientific language found in school science textbooks. Other aspects of textbooks such as the choice of contexts and figures, and the provision of glossaries may also affect the ability of bilingual students to make meaning of them. This research is an attempt to investigate the circumstances in which bilingual learners might be at an advantage or at a disadvantage in understanding secondary school science textbooks. The use of the Nuffield Co-ordinated Sciences Biology textbook was investigated in twelve schools. Background information about the schools studied was collected by interviewing teachers and reviewing school documents, policies and inspection reports. Data concerning students' and teachers' attitudes and opinions were collected through interviews and questionnaires. More detailed linguistic information was collected through cloze procedures, discussion tasks, interviews and analysis of the textbook studied. A wide literature was reviewed concerning the structure of scientific language and school science textbooks and many aspectso f the contextso f the use of theset exts. Cases tudy profiles were preparedf or each of the schools studied which provided the context for the consideration of a computer analysis of coded data from questionnaires and cloze procedures. The findings provided evidence for three main assertions which arose from the research. First, that all students should be treated as a resource within the classroom. Secondly, that depending on the extent of students' bilingualism, their use of their languages and the context provided by the school, bilingualism may confer an advantage or a disadvantage to students making meaning of school science textbooks. Thirdly, that bilingual students are best served by school science texts of varied language complexity.
20
Li, Pui-lin. "Evaluation of Hong Kong secondary school chinese history textbooks". [Hong Kong] : University of Hong Kong, 1994. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13833522.
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McNaught, Melissa D. Tarr James E. "Implementation of integrated mathematics textbooks in secondary school classrooms". Diss., Columbia, Mo. : University of Missouri--Columbia, 2009. http://hdl.handle.net/10355/6146.
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Title from PDF of title page (University of Missouri--Columbia, viewed on Feb 15, 2010). The entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file. Dissertation advisor: Dr. James E. Tarr. Vita. Includes bibliographical references.
22
Binder, Ella. "World Englishes in Lower Secondary School Textbooks : A comparative study between a Polish and a Swedish Textbook". Thesis, Högskolan i Gävle, Engelska, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-29361.
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The aim of this study has been to find out whether the authors of English textbooks in two EU countries, Poland and Sweden, view diversity and promote World Englishes in the same way or whether there are any differences. The attempt has been made to analyse reading texts in the two textbooks for teaching English as a foreign language, a Polish and a Swedish one, in order to see what different Englishes have been promoted there, and to which extent they are represented in both textbooks. For the purpose of this analysis, Marko Modiano´s descriptive model of World Englishes has been used. The study has shown that the Polish textbook focuses mostly on British and American English, and to a great degree on European countries where English is taught as a foreign language. On the other hand, the Swedish textbook promotes both British and American English, as well as major and local varieties of English, but does not mention European countries, except Great Britain obviously, almost at all. World Englishes are present both in the Polish and in the Swedish textbook but the textbook authors take slightly different approaches in promoting them.
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Ryf, Andrea L. "Primary school textbooks in Zimbabwe, an analysis in social context". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq25945.pdf.
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Reynolds, Mary Jane. "School textbooks and teachers' choices : a contextualizing and ethnographic study". Master's thesis, University of Cape Town, 1997. http://hdl.handle.net/11427/17551.
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Bibliography: pages 140-157.This study provides evidence that most teachers choose their class textbooks haphazardly and without evaluating them. As a result, bad textbooks are as likely to be chosen and to succeed commercially as good ones are. One consequence of this is that many publishers and authors continue to get away with producing bad textbooks. The study begins by describing the context in which school textbooks are chosen. It gives an overview of the textbook's role, and concludes that it is an indispensable part of an effective education system, especially where other resources are lacking. The study then considers the degree to which South African textbooks fulfil their roles; it concludes that most textbooks in schools are poor, many being incomprehensible to their audiences, but attention is also drawn to some positive textbook development that has taken place. The study next considers how and why so many poor textbooks have been selected by educators: it summarises the part played by education departments and publishers, and reviews the state of textbook evaluation as a discipline. It concludes that South African educators are poorly equipped to evaluate and select textbooks. Against this background, the study describes an investigation of how teachers select textbooks for their classes. The findings are that choice is haphazard and that evaluation, in the rare instances when it takes place, is usually unsystematic and superficial. In conclusion, the study recommends that research into textbook development is done to provide a theoretical framework for effective evaluation, and that training and other support in textbook evaluation for teachers is established to improve selection practices. The study hypothesises that the resulting demand from a broad base of well-informed textbook-selectors in schools will give authors and publishers a more powerful incentive than any other pressures can to produce materials that withstand systematic, critical and wise evaluation.
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Simu, André. "Textbooks - An Outdated Tradition? : A Study of the Greatest and Most Common Problems with English Textbooks for Upper Secondary School in Sweden". Thesis, Högskolan i Gävle, Avdelningen för humaniora, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-30692.
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This qualitative research study examines the greatest and/or most common problems with the use of textbooks as perceived by teachers in upper secondary school in Sweden. The study employs interviews to gather data and also looks further into the textbooks the interviewed teachers use to gain a greater understanding of the problems presented by the data. The result of the study shows that teacher experience various problems while using textbooks, e.g. insufficient number of some exercises, outdated content, insufficient cultural content and it is also a time-consuming process to adapt the textbook to the curriculum, learner group and learner situation. However, the study also shows that many, if not all, of the problems are not exclusive to the use of textbooks and as such are potential issues regardless of the type of teaching material that is used. Therefore, the problem seems to not be with textbooks themselves but rather a consequence of larger issues within the teaching profession such as time-restrictions, financial issues and problems with the margin of interpretation of the curricula. Further research is required to find a solution as it is clear that for the moment many teachers perceive the textbook partly as a problem. It is thus clear that something needs to change, either how textbooks are defined, the responsibilities of the teachers, and/or the curricula themselves.
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Gustafsson, Tova. "Acquiring Pragmatic Knowledge through Textbooks : Explicit Teaching of Speech Acts in EFL Textbooks in the Swedish Upper Secondary School". Thesis, Mittuniversitetet, Institutionen för humaniora och samhällsvetenskap, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:miun:diva-42573.
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Previous studies in the field have suggested that speech acts are underrepresented in EFL textbooks and that, in addition, these tend to have little or no presentation of meta-pragmatic information. In relation to these findings, the present study investigated the extent and manner in which speech acts are presented in EFL textbooks currently used in the Swedish upper secondary school. The focus was limited to explicit teaching of speech acts and, thus, does not present any information or findings concerning implicit teaching of speech acts or to what extent this is presented in the textbooks. The findings showed that the four textbooks examined provide limited presentation of speech acts and that, when presented, little or no meta-pragmatic information is included, which is consistent with the findings of previous studies. To begin with, the findings of the present study show that, on average, speech acts cover less than 1% of the content in the four textbooks examined, providing students with very little opportunity for frequent repetition and to acquire knowledge about speech acts through these textbooks. Moreover, the findings show that the range of speech acts presented in the textbooks is rather low, presenting only 8 different speech acts in total between the books, which compares rather well with the findings of Nguyen (2011: 21) who, as mentioned in Section 6.1, also found 8 distinct types of speech act presented in EFL textbooks designed for courses for more proficient students. Further on, the manner in which these are presented is problematic. Two manners of presentation were identified: speech acts were either presented in lists of useful phrases or integrated as examples of phrases to use within a written assignment. The speech acts presented as useful phrases were listed according to level of formality and the integrated examples provided, to some extent, contextual information concerning the gender and status of an addressee. However, this is the extent to which meta-pragmatic information is presented. No textbook provides any explanation as to why some speech acts are more formal than others or why one phrase may be better suited than another. Subsequently, the findings of the present study have implications for teachers and learners using the textbooks for the purpose of teaching and learning EFL. As the findings suggest that speech acts are underrepresented in Swedish EFL textbooks and that, once mentioned, there is still a lack of meta-pragmatic information on these, such information must be provided in the teaching elsewhere. This can mean a number of things. For one thing, it could mean that textbooks need to be further developed, providing a wider range of speech acts presented and including more metapragmatic information. It could also mean that, in the meantime, teachers need to find alternative ways of incorporating speech acts and information on these, so that students are given the opportunity to acquire this language feature elsewhere.Godkänt datum 2021-06-06
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Vosloo, Barend Jacobus. "Designing an evaluation instrument for South African intermediate phase school textbooks". Thesis, University of Port Elizabeth, 2004. http://hdl.handle.net/10948/324.
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No coherent theory about the practice of South African intermediate phase school textbook evaluation has been forthcoming since the advent of a new South African school curriculum in 1998. This deficiency has had an adverse effect on the quality of intermediate phase school textbooks, as well as on the capacity to assess their value. This research project, therefore, had two aims. The first was to articulate a theory about the practice of textbook evaluation. The second was to develop a procedure for evaluating South African intermediate phase school textbooks in terms of the theory. The research method was underpinned by the interpretive research paradigm in terms of which relevant data were analysed and interpreted. The data emanated from a literature review, an analysis of the national Department of Education’s Revised National Curriculum Statement and its draft policy for the evaluation of learning support material, and two surveys. The first survey comprised a sample of intermediate phase teachers and the second a sample of intermediate phase textbook authors. Sufficient evidence was found to conclude that the capabilities of the authoring team, the authors’ rationale and their observance of the process of learning and instruction, the accessibility of the textbook, the availability of teacher support, meeting the requirements of the Revised National Curriculum Statement, and certain key notions about textbook evaluation play a role in articulating a theory about textbook evaluation in order to guide the process of determining the effectiveness of South African intermediate phase school textbooks. Based on the above-mentioned theory, this study proposes a procedure to assist teachers and textbook evaluators to assess the worth of South African intermediate phase school textbooks in a brief, systematic, thorough, rigorous, and practical manner.
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Coates, Martha J. "Indigenous and imported primary school textbooks in Belize, a comparative study". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape16/PQDD_0004/MQ28410.pdf.
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Aarnio-Linnanvuori, Essi. "Environmental issues in Finnish school textbooks on religious education and ethics". University of Helsinki, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-27403.
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Solving global environmental problems requires a major change of values. As relates to environmental education, worldview, ethics and spiritual issues are important elements. But how are environmental issues included in such school subjects that especially discuss values and ethics? In this article I examine 24 Finnish religious education and ethics textbooks to analyze, to what extent environmental issues are integrated and discussed in them. I conclude that there is confusion about what environmental education can be in societal school subjects. The environmental texts in textbooks do not always draw on the specific content of the societal subject in question but repeat content from the natural sciences. Therefore, I suggest contexts and perspectives for discussing environmental issues that would comport with these subjects and supplement existing environmental education at school.
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Santos-Bernard, Dora. "The use of illustrations in school mathematics textbooks : presentation of information". Thesis, University of Nottingham, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.363652.
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Razzino, Marianne Pauline. "Environmetal Education in Mexico: A Content Analysis of Primary School Textbooks". Thesis, Virginia Tech, 2003. http://hdl.handle.net/10919/32622.
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The focus of this study is change in environmental content in Mexican primary school textbooks before and after the decentralization of public education in 1993. The literature review in the opening chapter gives the background information on environmental education, internationally and in Mexico. The authors mention and discuss the major groups involved in the development and initiation of programs and curriculum such as the UNESCO, Man and the Biosphere (MAB), and the Commission on Sustainable Development (CSD). The gradual Mexican ownership of the environmental cause and the promotion of awareness in Mexico lead to the main part of the study.
This study employs both manifest and latent content analysis to find trends and themes in the textbooks. The primary focus of the manifest content analysis is individual words while the latent content analysis stresses excerpts and images from the textbooks. The use of an Excel database and PivotTables generated by Excel to correlate data indicates areas to examine for differences in content between the textbooks. In addition, the use of the two forms of analysis provides validation and significance when the data agree.
The final portion of the study offers some general conclusions for the analysis and a summary of how the environmental content has increased in the primary school textbooks over the period studied. There are also suggestions for future research on the content of textbooks, surveys of environmental knowledge and attitudes, and alternatives to the formal education implied by the use of textbooks in the classroom.Master of Arts
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Juge, George Emory. "Left out: Exclusionary gender discourses in Swedish high school psychology textbooks". Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-33634.
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Syftet med examensarbetet är att identifiera diskursiva representationer av genus i tre olika läromedel som används i kursen psykologi 1 på gymnasienivå i Sverige. Metod och teori kommer primärt från diskursanalytiska traditioner och har även influerats av vissa feministiska teorier. Ur en systematisk läsning och kodning av text och bilder som finns i materialen visade sig tre teman: pronomen, normer och skillnad/avvikelse. Uppsatsen är en del av ett lärarprogram på avancerad nivå och analysens syfte var att hjälpa mig själv och andra lärare i psykologi, min specialisering, att utveckla normkritisk pedagogik och didaktik för att bidra till en bättre förståelse för utsatta människor hos våra elever. Resultatet var att de två psykologi kursböckerna Psykologi 1+2a (Levander och Levander, 2012) och Mänskligt (Bernerson och Cronlund, 2017) har adresserat normer inklusive normer kring genus och sexuell läggning, men har även cementerat normativa diskurser i dessa områden. Mänskligt har lyckats något bättre i att lyfta och applicera normkritik. Det tredje materialet Bryt! är inte en psykologi kursbok utan en handbok i normkritik som mestadels består av gruppövningar med syftet att främja förståelse för normer och deras konsekvenser. Min rekommendation är att använda Bryt! som komplement till en eller både av de analyserade kursböckerna i klassrummet för att erbjuda våra elever en djupare förståelse för hur normer, i synerhet cis/heteronormen, negativt påverkar psykisk hälsa hos utsatta populationer såsom HBTQIA+ personer.The aim of this thesis is to identify discursive representations of gender in three different learning materials used in an introductory course to psychology on the high school level in Sweden. Methodology and theory come primarily from discourse analytical traditions and have also been informed by certain feminist theories. A systematic reading and coding of the text and images present in the materials led to the emergence of three themes: pronouns, norms, and difference. The thesis is a part of a degree in pedagogy, and the intended result of the analysis was to aid myself and other teachers of psychology, my specialization, in the development of norm critical pedagogy and didactics which foster a better understanding of marginalized people in our students. The findings were that the two psychology textbooks, Psychology 1 + 2a (Levander and Levander, 2012) and Mänskligt (“Human”) (Bernerson and Cronlund, 2017), have each addressed norms, including norms surrounding gender and sexual orientation, but have also acted to reify normative discourses in these areas. Mänskligt has done a somewhat better job of lifting and applying norm critique. The third material, Bryt! (“Break the Norm!”), is not a psychology textbook but a workbook in norm critique mostly consisting of exercises to be carried out in groups with the intention of facilitating understanding of norms and their consequences. My recommendation is to employ Bryt! as a supplement to the use of one or both of the analyzed textbooks in the classroom in order to offer our students a more thorough understanding of the ways in which norms, particularly the cis/heteronorm, act to negatively affect the mental health of marginalized populations such as members of the LGBTQIA+ population.
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Vu, Phuong Anh. "Gender stereotypes in story textbooks for primary school students in Vietnam /". Oslo : Institute for Educational Research, Universitetet i Oslo, 2008. http://www.duo.uio.no/publ/pfi/2008/77612/vu_thesis.pdf.
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Chen, Cian-Hao, i 陳謙豪. "Higher middle school convergence textbooks". Thesis, 2019. http://ndltd.ncl.edu.tw/handle/6n7e3f.
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碩士中原大學
應用數學研究所
107
The purpose of this study is to explore the basic concepts that high schools need when they are not in the middle of the country, and to find out the basic concepts that are suitable for high schools. It is necessary to find basic concepts that are suitable for increasing summer vacations, mainly from polynomials, equations, and inequalities in mathematics. Factors and multiples of the important concepts and types. Therefore, in order to compare the scope of the curriculum of mathematics in the field of mathematics in senior high schools and middle schools, I compiled the textbooks for improving middle school mathematics in mathematics, including equations, linear equations, inequalities, exponents, factors and multiples. I hope that through this teaching material, students can understand the nature of mathematics problems. , And then students strengthen basic core thinking to improve the effect of high school mathematics learning. The results of the study are as follows: First, the basic textbooks for mathematics in the country can deepen Canadian education, and train students more specialized mathematics knowledge. Second, the researchers developed the middle school to increase the convergence of teaching materials, follow the Wei Gesky''s proposed Eagle Frame Learning Theory (ZPD), you can quickly increase the depth and breadth of students.
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Huang, I.-Hsin, i 黃翊欣. "Comparison of History Textbooks between Taiwan and Japan ―based on high school textbook―". Thesis, 2018. http://ndltd.ncl.edu.tw/handle/9yfkf6.
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碩士義守大學
應用日語學系
106
Many of the controversies over Japanese history textbooks have been a problem from the past to the present. The issue of history textbooks may also affect foreign relations, so China, South Korea, North Korea and other countries are very concerned about this issue, of course, Taiwan is the same. There are few studies comparing high school textbooks between Taiwan and Japan. Most studies in Taiwan are compared with China, while Japan''s research is mostly compared with South Korea and China. This study hopes to make a contribution to the research on Taiwan-Japan comparison. This research is not only the study of history textbooks, but the composition, change and history of historical textbooks are discussed. First,this study compares the differences in the form of textbooks between Taiwan and Japan, and also describes the differences in the composition of historical textbooks, then explains the contents of textbooks in Taiwan and Japan. Second, this paper will introduce the changes of Taiwan history textbooks and the contents and viewpoints of the previous Taiwanese history textbooks. Third, divide Taiwan''s history textbooks into three periods, comparing each period of textbooks to Japan-related events, analysis of the differences among the three. Last, this study not only introduces the common historical events between the two sides, but only one side has the written part. There have been several revisions to the contents of the history textbooks from the previous to the present, the number of contentious issues has become less.Some controversy has become less problematic because it has been corrected several times from the previous to the present of history textbook content. According to the analysis of this study,these differences is due to the two countries '' understanding of historical facts and the problems derived from different words.
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Ollivier, Kelly Elaine. "Gender stereotyping in elementary school textbooks". Thesis, 1992. http://hdl.handle.net/2429/5381.
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The problem under investigation in this study is whether gender stereotyping exists in elementary school textbooks, and if it does, is there any change in the sextyped
images of males and females between the 1960’s and the 1980’s? Research on sexism in textbooks was more prevalent during the 1960’s and 1970’s. Since then, there has been a declining interest in the topic as researchers have turned their attention to other problem areas. One of the reasons
for this declining interest is the belief that curriculum content has become more diverse and less stereotyped. This study involves an empirical investigation of
differences in the portrayal of male and female characters in grade one elementary school textbooks using the method of
content analysis. Twenty two textbooks were selected from the Prescribed, Authorized and Recommended material produced by the B.C. Ministry of Education. All human and human-like characters were coded and analyzed.
The results indicate the presence of gender
stereotyping in all three decades and support the findings of previous studies. The results of this study also show
gender stereotyping of adult characters to be much more prevalent than it is for child characters. The portrayal of child characters is less stereotyped in the 1980’s than in the 1960’s and 1970’s. However, gender stereotyping of adult characters is, in some cases, more prevalent in the
1980’s than in the 1960’s and 1970’s. Overall, the results show us that children in the 1980’s are still reading
textbooks that show significant gender stereotyping.
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Hsu, Ya-Chiao, i 許雅喬. "EIL in Junior High School English Textbooks". Thesis, 2014. http://ndltd.ncl.edu.tw/handle/44771317869932515341.
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碩士國立中正大學
英語教學研究所
103
This study aims to investigate the concept of English as an international English (EIL) in Taiwan’s junior high school English textbooks in terms of how English is used in different situations. Three commonly used versions of textbooks (Kanshan, Nani and Hanlin) from grade seven to nine were examined to explore the nationality of main characters, contexts, types of English uses, and cultural content. Data were analyzed mainly based on Kachru’s (1985) three-circle model, which classifies regions where English is used as the native language as Inner Circle, places where English is spoken as a second language as Outer Circle, and areas where English is learned as a foreign language as Expanding Circle. The characters and contexts of language use were categorized as Taiwan or these three circles respectively. Moreover, the types of language use were analyzed by classifying English use as either an international or an intranational language. Finally, the cultural content was classified based on different cultural features presented in the textbooks. The results showed that the majority of the main characters in each textbook are Taiwanese along with two to three characters from Inner Circle countries. Most of the dialogues also occur in Taiwan, where English is used as an intranational language among Taiwanese or an international language between Taiwanese and foreigners, mainly Americans and other Asian people. Also, the cultural content is limited to Taiwan and Inner Circle cultures and tends to be knowledge-oriented. In other words, the junior high school English textbooks fail to demonstrate language uses in multilingual and multicultural contexts, especially contexts where communication occurs among non-native speakers of different nationalities, which is an increasingly recognized situation in this globalizing world. It can therefore be inferred that textbook writers seem to regard English as a language solely for native and non-native communications. Based on the results of this study, some pedagogical implications are suggested for teachers to incorporate an EIL approach in English language teaching. Key words: English as an international language (EIL), cultural content, three-circle model, English language teaching (ELT), junior high school English textbooks
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Su-chang, Wu, i 吳愫娟. "A Study of the Continuity of Primary School English Textbooks to Junior High School English Textbooks in Hsin-Chu County". Thesis, 2012. http://ndltd.ncl.edu.tw/handle/67284387904207324197.
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碩士國立臺北教育大學
兒童英語教育學系碩士班
100
This study aimed to examine the English textbook continuity between two elementary school editions, NW and HI, and a junior high school edition IE respectively. The continuity is examined from three perspectives, vocabulary, sentence structure, and teaching activities. Data required for the study were collected through documentary analysis and content analysis. The findings of the study reveal that the NW edition surpasses HI edition in the continuity of vocabulary in terms of the transition from application vocabulary in the elementary school version to recognition vocabulary in the junior high school version. However, when it comes to the proportion of the total vocabulary that were introduced in the primary school version to that in the major content of the junior high school version, the result was opposite. . In the aspect of the continuity of sentence patterns between elementary school version and junior high school version , the present tense sentences and the imperative sentences, the largest amount of sentence patterns in the three versions of textbooks examined, occupy estimated 60 percent and 14 percent of the whole content respectively. The continuity of sentence patterns between the two elementary school versions and the junior high school version is appropriate. Teaching activities were classified into four categories: listen-and-speak, read, write, and body movement. Both elementary school versions, NW and HI, have higher proportions in listening-speaking than in reading, writing, which goes well with the principles of elementary school curriculum guideline. On the other hand, the junior high school version lays more emphasis on reading and writing. The junior high school version contains fewer body movement activities. Therefore, it is suggested that for better continuity more reading and writing activities are introduced to the higher graders and more body movement activities adopted in the junior high school English instruction. .
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Dituri, Philip Charles. "Proof and Reasoning in Secondary School Algebra Textbooks". Thesis, 2013. https://doi.org/10.7916/D8KP88CG.
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The purpose of this study was to determine the extent to which the modeling of deductive reasoning and proof-type thinking occurs in a mathematics course in which students are not explicitly preparing to write formal mathematical proofs. Algebra was chosen because it is the course that typically directly precedes a student's first formal introduction to proof in geometry in the United States. The lens through which this study aimed to examine the intended curriculum was by identifying and reviewing the modeling of proof and deductive reasoning in the most popular and widely circulated algebra textbooks throughout the United States. Textbooks have a major impact on mathematics classrooms, playing a significant role in determining a teacher's classroom practices as well as student activities. A rubric was developed to analyze the presence of reasoning and proof in algebra textbooks, and an analysis of the coverage of various topics was performed. The findings indicate that, roughly speaking, students are only exposed to justification of mathematical claims and proof-type thinking in 38% of all sections analyzed. Furthermore, only 6% of coded sections contained an actual proof or justification that offered the same ideas or reasoning as a proof. It was found that when there was some justification or proof present, the most prevalent means of convincing the reader of the truth of a concept, theorem, or procedure was through the use of specific examples. Textbooks attempting to give a series of examples to justify or convince the reader of the truth of a concept, theorem, or procedure often fell short of offering a mathematical proof because they lacked generality and/or, in some cases, the inductive step. While many textbooks stated a general rule at some point, most only used deductive reasoning within a specific example if at all. Textbooks rarely expose students to the kinds of reasoning required by mathematical proof in that they rarely expose students to reasoning about mathematics with generality. This study found a lack of sufficient evidence of instruction or modeling of proof and reasoning in secondary school algebra textbooks. This could indicate that, overall, algebra textbooks may not fulfill the proof and reasoning guidelines set forth by the NCTM Principles and Standards and the Common Core State Standards. Thus, the enacted curriculum in mathematics classrooms may also fail to address the recommendations of these influential and policy defining organizations.
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Huang, Chiung-hui, i 黃瓊慧. "Gender Roles in Junior High School English Textbooks". Thesis, 2009. http://ndltd.ncl.edu.tw/handle/51948727379969127902.
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碩士國立中正大學
外國文學所
97
This study aimed to explore gender roles presented in junior high school English textbooks in Taiwan. Four sets of textbooks, Hanlin, Her Sheng, Kanshan and Nani, each consisting of six books from Book One to Book Six, were selected to analyze the presentation of gender roles. Content analysis was adopted to analyze gender stereotyping in the illustrations and texts. Both quantitative and qualitative research was done to yield comprehensive results. Quantitative analysis includes the frequency counts of male and female appearances, occupational roles and activities; qualitative analysis includes male and female occupational roles and activities. Finally, sexist language use in dialogues and readings was identified. The results showed that gender stereotyping was still present in the textbooks. In the distribution of illustrations, illustrations dominated by only males still outnumbered those with only females. The depiction of male and female occupational roles was stereotypical only with a few exceptions. As for the activities male and female participated in, males engaged in more outdoor activities than women did. On the other hand, women did more house chores and nurturing jobs. More and more attention was also paid to sexist language use in the textbooks; however, there was still room for improvement. It is suggested that further research investigate more versions of junior high school English textbooks. Students'' perceptions and responses and teacher treatment of textbooks with gender stereotyping might also be explored.
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Chen, Li Ping, i 陳麗萍. "Design Rhetoric Teaching Digital Textbooks for Elementary School". Thesis, 2015. http://ndltd.ncl.edu.tw/handle/37863448418752188151.
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碩士華梵大學
資訊管理學系碩士班
103
ABSTRACT As the era progresses, the technology turns the education field. Under the trend of digital learning, the traditional teaching makes a huge change. The digital teaching of mandarin field can make the teaching active and creative, and the multi-media teaching materials can make the students for diversified learning. Teachers are transformed from the role of active teaching into the guidance and assistance, while the students become a master of learning. Due to the popular of the mobile devices (smart phones and tablets) and the App programs can be downloaded conveniently; the teacher can use the teaching App in class to help the student to learn anytime and anywhere for mobile learning. This paper will explore the analysis regarding the rhetoric teaching and the transformation of teaching model. We analyze the Kang-xuan version of textbook of Chinese subject for third grader in the elementary school, then further design an App called “A tip on rhetoric” as the digital teaching materials. The MIT APP Inventor 2 platform is used to develop the App for Android. Teachers can use these teaching materials, to instruct the students for learning the rhetoric in the class. After the class, the students can use the mobile phone or tablet to download this application software and to learn using the digital teaching materials as the after-class supplementary study. After the students used this App completely, we give the study satisfaction survey for the teaching materials, the App teaching, and the after-class study. This survey can help us to testify these digital teaching materials and the designed App. Among 38 students in the class, 77% of the students feel that it can improve the interest of active learning. For the after-class study, 95% of the students are satisfied with this App. This teaching App can be used for class and after-class study. In Addition, the design and the implementation of this teaching App can also provide the reference for the teachers to develop another App.
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Wang, Yun-Shan, i 王芸姍. "Gender Issues in Junior High School English Textbooks". Thesis, 2015. http://ndltd.ncl.edu.tw/handle/13453323899525211701.
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碩士國立中正大學
英語教學研究所
103
Abstract Gender Issues in EFL Junior High School English Textbooks By Yun-Shan Wang The present study aims to investigate if there is gender stereotype presented in junior high school English textbooks in Taiwan. Three series of textbooks were selected for analysis of gender issues, including Hanlin, Kangshan, and Nani, each consisting of six books from Book One to Book Six. Content analysis was adopted to analyze gender over-representation in textbook dialogues, sexist language, and occupational roles. Both quantitative and qualitative analyses were applied to yield more comprehensive results. Data were collected from areas including the amount of dialogues initiation, turns taken, and characters for male characters and female characters in junior high school English textbook dialogues for quantitative analyses. Also, the quantitative approach was further used to analyze the occupations for male characters and female characters in junior high school English textbooks. Moreover, sexist language presented in the three series of textbooks was identified. At the end, the qualitative analysis was further applied to analyze occupational roles for male characters and female characters. The results show that gender bias still exists in textbooks. As for textbook dialogues, the goal of equal learning opportunities still has room to be improved. Hanlin series and Nani series show over-representation on female characters while Kangshan series over-represents male characters. Regarding to the sexist language, the courtesy titles such as “Miss” and “Mrs.” and the use of suffix -man such as fisherman and businessman are still present in the three series of textbooks. In terms of gender roles, male characters have more diverse occupations than female characters. However, the occupational roles for male characters are not more prestigious than female characters. It is suggested that publishers should be made aware of the gender issues in junior high school English textbooks. In so doing, equal learning opportunities could be more likely to be guaranteed and gender-equality better achieved. Key words: Gender stereotype, gender equality
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Lu, Ting-Ju, i 盧亭如. "Hidden Curriculum in English Textbooks of Elementary School". Thesis, 2006. http://ndltd.ncl.edu.tw/handle/08688637170818378310.
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碩士國立嘉義大學
國民教育研究所
94
The study purpose is main to explore in students’ opinions about hidden curriculum in the English textbooks of elementary school and analyze contents in English textbooks of elementary school. And the way of study is content analysis English textbook and interview four teachers and eight students for understanding the textbook contents and students’ opinions about hidden curriculum in the English textbooks of elementary school. Finally, the study finds that students think most of western culture in the textbook, and express high socioeconomic status to reveal authority of high class; besides, in the textbooks hide stereotype of sex role, and students can’t adopt sex role to change a lot; therefore, students’ thinking is more conservative in sex role. At last, the study advises in the English textbooks of elementary school can edit under Taiwanese localization, consult low socioeconomic status students, and in sex-role side, teachers should guide students to understand the knowledge of gender education correctly.
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Feng, Wei, i 馮韡. "ANALYSIS OF MODELS IN HIGH SCHOOL PHYSICS TEXTBOOKS". Thesis, 2018. http://ndltd.ncl.edu.tw/handle/tsg4dt.
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碩士國立彰化師範大學
物理學系
106
Abstract The purpose of this study is to explore the differences in the characteristics of scientific models in textbooks and the views of scientific models in different units. The research uses qualitative analysis content analysis method and quantitative analysis. The research object selects four mainstream versions of Taiwan high school physics textbooks. According to the textbook unit and scientific model definition, the textbook content is divided into six major units and 44 models. Then use the five aspects of the scientific model perspective for content analysis, each of which can be subdivided into three levels, supplemented by narrative statistics to present the scientific model of the textbook, to understand the scientific model perspectives in the textbook and to explore the characteristics of different units. The findings show four main findings about the textbook model: First, The highest proportion of "Purpose of models" in the textbook, the lowest proportion of "Nature of models" narrative. Second, the "Testing models" of the textbooks are particularly focused on the "LV2" narrative: comparing the model with the experimental results to judge whether the model is good or bad. Third, the atomic unit has the highest proportion of "Nature of models"; the thermal unit has the highest proportion of "Multiple models"; the optical unit has the highest proportion of "Testing models"; the highest ratio of force and motion units is "Changing models". "narrative. Fourth, the optical unit has more model views of "LV3". The characteristic is to use the model as a predictive tool to help build knowledge; the fluctuation unit has more "LV1" model views. The characteristic is to use the model to describe the appearance and treat the model as A copy of the entity. All in all, this study analyzes the model view expressed in the textbooks of high school physics textbooks, and also confirms the differences in the characteristics of different units. This study suggests that textbooks should be written with a larger narrative of the Nature of models and incorporate different levels of scientific model perspectives for different units. Effectively improve students' learning and use of scientific models. Key words: scientific models, the views of models in science, textbook
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Tsai, Hsin-Jung, i 蔡欣蓉. "Multimodal Discourse Analyses of Junior High School English Textbooks in TaiwanMultimodal Discourse Analyses of Junior High School English Textbooks in Taiwan". Thesis, 2016. http://ndltd.ncl.edu.tw/handle/35018439084036472840.
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碩士國立臺灣師範大學
英語學系
104
The increasingly integrative employment of multimodal semiotic resources to project meaning has become a norm in contemporary communication. Textbooks, like many other materials, have been more multimodal due to the prevalent use of both textual and visual semiotic modes. Over the past few decades, the concept of multimodality has been an area of expanding research interest and multimodal discourse analyses of various materials have been conducted. However, limited research examined the ways textual and visual resources work conjointly to construct various dimensions of meaning in multimodal texts. Since meaning is simultaneously encoded in ideational, interpersonal and textual meaning, a more integrated approach to analysis is required. Additionally, most English textbook analyses in Taiwan have been mono-modal, tackling texts or images only. There has been a lack of pedagogical attention to visual-textual complementarity in English textbooks in Taiwan. Therefore, the present study aims to explore to what extent intersemiotic ideational and interpersonal complementarity are achieved in Book 5 of Joy and Kang-hsuan junior high school English textbooks and compare the difference between the degrees of complementarity of these two dimensions of meaning. Totally 18 texts were collected. Kress and Van Leeuwen’s (1996) Visual Grammar was employed to conduct visual analyses, Halliday’s (1985, 1994) Systemic Functional Linguistics (SFL) was utilized to do textual analyses and Royce’s (1999) intersemiotic complementarity was further used to combine the visual and textual analyses. Each text underwent three phases of analysis: (1) intersemiotic ideational analysis, (2) intersemiotic interpersonal analysis and (3) comparing the degree of intersemiotic ideational and interpersonal complementarity. The major findings are summarized as follows: (1) Ideational meaning was found to achieve slightly higher degree of complementarity in Kang-hsuan edition. (2) Among the six sense relations, repetition was employed most frequently and no tokens of antonymy were found. (3) Similar to ideational meaning, the degree of interpersonal intersemiotic complementarity is higher in Kang-hsuan edition despite that the degrees in both editions are not high. (4) Comparison between the two dimensions of meaning demonstrated that ideational meaning has higher degree of complementarity in both editions than interpersonal meaning. (5) Genres may affect visual design and visual-textual complementarity. Based on the findings, some pedagogical implications are proposed: (1) Teachers need to go beyond traditional mono-modal curriculum and find potential integration of multimodality into English classrooms and their teaching repertoires. (2) Students’ multimodal literacy and multimodal communicative competence is suggested to be developed. (3) Textbook writers should devote due attention to visual design and strive to ensure the complementarity between the visuals and the texts. It is hoped that this study could inform a more comprehensive understanding of textual-visual complementarity, alternative multimodal approaches to language instruction and future textbook compilation.
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Tseng, Fuhuei, i 曾富蕙. "An Analysis of Vocabulary Selection inElementary School English Textbooks". Thesis, 2008. http://ndltd.ncl.edu.tw/handle/20311477131134287677.
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碩士國立中正大學
外國文學所
96
This study aims to explore the current state of vocabulary selection in elementary school English textbooks in Taiwan. Four textbook series, each consisting of eight volumes, are selected. Three dimensions of vocabulary selection are explored: vocabulary size, vocabulary frequency, and vocabulary repetition. Findings are as follows. First, vocabulary size of all four series far exceeds the required 300 words by the Ministry of Education: two-thirds of the words are beyond the 300 word list, while one-third of the words are beyond the 1,200 word list; abrupt increases of vocabulary size appear from Book Four to Book Five. Second, when compared with the General Service List of English Words (GSL), about one-fourth of the words are beyond the high-frequency word list. Finally, only about 5% of the words are repeated in sufficient numbers for effective vocabulary learning; on the other hand, as many as half of the words occur only once in the four series. Based on the results, this study concludes that more attention should be paid to vocabulary size, selection of high-frequency words, and vocabulary exposures in vocabulary selection of elementary school English textbooks. In examining unexplored dimensions in vocabulary selection and deriving implications from the results, this study hopefully contributes to future improvements in the quality of English textbooks in Taiwan.
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Ji, Meng-Yan, i 紀孟言. "Analysis of Junior High School English Textbooks in Taiwan". Thesis, 2008. http://ndltd.ncl.edu.tw/handle/04567337860901204040.
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碩士玄奘大學
外國語文學系碩士班
96
ABSTRACT The purpose of this study was to explore the content of junior high schools English textbooks in Taiwan to know the word frequency, the difficulty levels of the dialogues and the reading passages. The researcher also compared the difference among the textbooks. The three versions of English textbooks were collected as the data in this study, including Hot English by Han Lin-Joy, Go SuperTeens by Longman, and English by Kang Hsuan. Hopefully, the findings would serve as reference for evaluation and selection of English textbooks. The measurements utilized in this study included two sets of computer software, “frequency band” in Collins Cobuild English Dictionary (2003) and Lix formula (2003). The main findings are summarized as follows: (a) The trend of the distribution of the word frequency is similar among the three versions of English textbooks. The highest percentage of the two frequency bands, ◆◆◆◆◆ and ◆◆◆◆◇ is Longman version. (b) The distributions of the difficulty levels of the dialogs of each volume among the three versions are not very regular and stable from easy to difficult. The most difficult level of the dialogues is Kang Hsuan version. (c) The difficulty levels of the reading passages of each volume among the three versions all are distributed progressively. The highest difficulty level of the reading passages is Kang Hsuan version. Based on the findings, the suggestions are presented as follows: (a) The factors of the word frequency and the text difficulty levels should be taken into consideration when compiling English textbooks. (b) The word frequency and the text difficulty levels of each volume have to be arranged in a progressive way from easiness to difficulty. (c) The information about how frequent the words are and what difficulty levels of the dialogues and reading passages should be given in the introduction of English textbooks. (d) Before teaching new words or new articles, English teachers could analyze the word frequency and text difficulty levels by using the two sets of computer software, “frequency band” in Collins Cobuild English Dictionary (2003) and Lix formula (2003).
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Wu, Hsin Yi, i 吳心怡. "Case Study of Elementary School Teacher’s Application of Textbooks". Thesis, 2003. http://ndltd.ncl.edu.tw/handle/41888967091845337613.
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碩士國立台北師範學院
課程與教學研究所
91
Case Study of Elementary School Teacher’s Application of Textbooks Abstract The purpose of this research is to investigate the application of textbooks among elementary school teachers. Questions wait to be answered are as follows: 1. How do teachers define textbooks? 2. How do teachers’ ideas of lessons affect the application of textbooks? 3. How do teachers apply textbooks in nine-year compulsory education? 4. How do textbook dealers’ accompanied services affect teacher’s application of textbooks? 5. How do teachers adapt to the conflicts between textbooks and their beliefs? This research collects data by means of observance, interviews, and analyses. Research subjects are two first elementary teachers in the school year of 2001. Research is focused on the application of textbooks in these two teachers teaching (Health and Physical Education are excluded). Results are as follows: A. Teacher’s point of views and the application of textbooks: a) They tend to believe that a lesson is textbook; most lessons are based on textbooks. b) Teachers expect to carry it out the way it was, but it’s hard to achieve. c) In different phases of teaching, the application of textbooks has a quite an impact on lessons. B. Teachers get insight into current program policy via the application of textbooks. C. The effect of textbook dealers’ accompanied service on the application of textbooks a) Free teaching aid does not have any impact on teacher’s application of textbooks. b) Teachers attain information related to the application of textbooks from textbook dealer’s magazines or Web sites. D. Teacher’s adaptation to conflicts derived from the application of textbooks a) In terms of beliefs regarding editing―no adaptation. b) In terms of activity design―teachers adapt to it. c) In terms of the length of lessons―the modifications of textbooks are made. d) In terms of the conflict derived from teaching concept―teachers take control over it. Based on the above results, this research gives some advice to teachers, the education authority, and researches related to the application of textbooks. Keywords：Elementary School Teacher , Application of Textbooks, Case Study
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Yeh, Chih-wen, i 葉志文. "The Content Analysis of Senior High School English Textbooks". Thesis, 2003. http://ndltd.ncl.edu.tw/handle/25731228925478953492.
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碩士國立高雄師範大學
教育學系
91
The goal of this research is to analyze the content of English textbooks to know the vocabulary frequency, the difficulty of the reading, themes and paragraph précis. The researcher also discussed about the difference between textbooks. In this research, content analysis is adopted. The first thing is to research and refer to domestic and foreign documents and literature related to develop the measurements to analyze the content of senior high school English textbooks. Three versions of English have been analyzed: Far East version, Lung-teng version and NICT (National Institute for Compilation and Translation) version. The measurements applied in this study included “frequency band” in Collins Cobuild English Dictionary (1995), “Lix formula” by Bjornsson（1968） and “themes and paragraph précis form”. The results are as follows: 1.The vocabulary frequency is affected by theme and phraseology. Phraseology is the particular way in which words and phrases are arranged when saying or writing something. The vocabulary frequency between three versions is similar. The number of vocabulary in NICT version is more than the others. Far East version is more than Lung-teng version. 2.The difficulty of reading is affected by phraseology. Three versions are all from simple sentences to complicated sentences. Reading in NICT version is the most difficult. Reading in Lung-teng version is more difficult than reading in Far East version. In all versions, the readings about dialogue and stories are always the longest. The readings are always the shortest while the readings about the poems. 3.The form of themes in Far East version and Lung-teng version are different. There is one theme for one lesson in Far East version. And there is one theme for two lessons in Lung-teng version. The paragraph précis in three versions are different and hard to conclude. According to the conclusions, following are the suggestions: 1.Some technicalities should be designed carefully, or they could lower students’ motivation to learn English. 2.The difficulty between books should be from simple sentences to complicated sentences. The readings in lower grades should have more simple sentences than in older grades. The difference in books should be large to fit the need of senior high students. 3.The themes in English textbooks should be vivid and relevant to life in order to fit students’ learning process. And the paragraph précis should be connected with the themes to give students a complete conception about the lesson. 4.English teachers can choose the proper articles by Lix formula in their teaching. And Lix formula could also be the indicator of teaching designs and teaching methods.
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Chen-Yi, Liu, i 劉貞儀. "Analysis of the Songs in Elementary School English Textbooks". Thesis, 2006. http://ndltd.ncl.edu.tw/handle/64938171461659777977.
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碩士南台科技大學
應用英語系
94
The study aimed to analyze the presentation of songs and to clarify their functions in TEFL throughout the elementary English textbooks. The subjects included 379 songs, 84 teacher’s manuals collected from 14 series, and the 14 publishers. The main findings were summarized as follows: 1. Fourteen series adopted most of the 40 themes in the NYICG except the issues of “famous or interesting people,” “gender equality,” “human rights,” and “science & technology.” 2. More than 99 % of the songs had the direct relationship with the units they belonged to. The majority of songs were composed of words in 1200 wordlist attached in the NYICG. 3. Only three series compiled the singing materials from easy to difficult according to different learning stages. The majority of songs (71%) were composed of the same difficult level of Type-Token Ratio (TTR) ranged from 0.11 to 0.30. 4. The forms of the 379 songs were suitable for children’s English learning. Most of the songs had a slower rate than the normal speech; 100% of the songs had some repeated vocabulary and specific structures; 99.5 % of the songs were rhymed, and the songs sung by children had the highest proportion (45%). 5. Ninety-nine point two of the songs were put in the end sections of the textbooks; which meant that most songs in the elementary textbooks served the function of review. 6. The lyrics pages, audio CDs and pictures cards were the most common and the most frequently used equipments in elementary English teaching. There was difference among 14 series in terms of teaching aids supplement. 7. In terms of the length for singing activities, almost half of the teacher’s manuals offered the flexibility in song teaching activities; another half of the 14 series provided the exact length for singing activities to teachers. 8. In terms of four-skill activities, the pronunciation practice activity was most used (297 songs/78.3%) in 14 series, while the least was the culture learning activity (10 songs/2.6 %). 9. The explanations and instructions in teacher’s manuals of 14 series were presented in two main styles: detailed or brief. The distinctive features of different series were significant.