Livro Didático de Matemática do PNLD 2021:

Éle Semog Éle Semog (bio) CHARLES H. ROWELL: Have Afro-Brazilian writers, past or present, had any influence on your writing? ÉLE SEMOG: It is a relationship of identity, because of the historical nature of the relationship. There is a kinship with black writers. Someone I think is fantastic—and with a great ability to address the problems of the people—is Lima Barreto, who made a big splash exactly at the same time that Machado de Assis was ascending as a great luminary of Brazilian literature. And, for a writer, reading Machado de Assis is fundamental; it is a journey, a state of being, an idyllic place within literature. Because it is a competent literature, a profoundly ironic literature, a literature impregnated with racial issues, by means of the irony and subtlety of Machado de Assis. In Lima Barreto we find a more head-on, objective approach, but also a very important ironic content. They are writers who, if they did not influence my way of writing, at the very least are quite significant references, just like Cruz e Souza, Luís Gama and, more recently, Solano Trinidade, and the one-and-only Abdias do Nascimento are black authors that, in one way or another—and with the capacity that we have to reinterpret certain historical circumstances—have much to do with literature. I searched in the works of my contemporary authors in order to create our language, because what was assigned to this generation, the first generation of black writers—of which I am a part—was to establish a common language that derived from the issues or problems the black community faced at the time. We had to inaugurate a new way of speaking, we had to break away from a discourse, we had to break away from the educated norm, we had to create an ontological other within literature. It was as if we had to recodify all Brazilian letters. And it was the role of that generation. We began to articulate ourselves. It wasn’t just one writer writing alone and being celebrated, but rather we all were committed to creating a black literature that opposed the educated norm, that opposed white Brazilians’ representations of black people in literature, that opposed, fundamentally, the capacity to institute an outside literature among our people. Although we have illiteracy problems, although the habit of reading, and access to reading material, are problems in black communities, we promoted books and held readings at public schools, in slum areas, at clubs, at Carnaval groups, at associations, at confederations. In fact, poetry went wherever the black community went during the 1980s. There was a commitment of militancy. It was not a Black Movement; it was the writers of the Black Movement going to the community, just like the Black Movement itself would go to the community. But we had serious problems. It was a movement that had, on the one hand, a source of liberation in Africa and, on the other hand, a source of ascension in African Americans in the United States. The Black Movement in Brazil rebuilt itself during the dictatorship because it was excluded by class oriented white thought which said that there is [End Page 756] a racial democracy in Brazil. That liberal white thinking still says today that the resolution of class differences will resolve the racial issue. The Black Movement had one more annoying problem: it searched classic European literature for the issue of its political thought. It’s a contradiction for you to construct a discourse of liberation based on the discourse of the actual oppressor. And we, the black writers, began to perceive that there exists no social movement without literary expression, and there was no room for the political discussion of the issue of black literature within the Black Movement. So we started the black writers movement, which surges from the Black Movement as a whole. Our aim was to address specifically the issue of black literature, but we also wanted to fight alongside the community, upholding its poetry, its stories, its theatrical works. ROWELL: How does your work address the issues of race and class in Brazilian society? How do other...

This book explores the impact of stereotypical concepts associated with black skin color in representations of black people during the English Renaissance, namely Shakespeare's Othello (Othello), Aaron (Titus Andronicus), Caliban (The Tempest), Rosaline (Love's Labour's Lost), and the "dark lady" (Sonnets). Ultimately, this book demonstrates how Shakespeare, and texts of select English Renaissance authors, retaliate against traditional stereotypical, mythical, or colonial representations of black people -- representations stemming from distinct resentments for black skin color, hegemonic notions of black inferiority, and opportunistic ambitions deriving from collective concepts of white superiority. These very early postcolonial-minded authors foreshadow modern postcolonial philosophers as they factually assess psychological patterns associated with early modern black people who endure racial discrimination, subjugation, and assimilation. Their literature contrasts previous and contemporary colonial works which fail to reference or utilize fact over racial myth when creating representations of black individuals.

Este artigo se propõe a oferecer uma discussão acerca da forma pela qual as trilhas musicais das novelas expressam, nem sempre em absoluta consonância com as narrativas a que estão vinculadas, a questão da representação do negro na televisão brasileira. Com esse objetivo, buscamos realizar uma análise da relação entre as telenovelas produzidas pela Rede Globo de Televisão a partir década de 1960 com as trilhas musicais que as acompanharam, formadas inicialmente por canções compostas especialmente para essa finalidade e, posteriormente, por coletâneas musicais. Por essa via, esse texto se propõe a analisar a produção televisiva nos termos de suas transformações e de sua função identitária, apoiando-se nos estudos culturais e nas teorias do discurso, além dos campos do audiovisual em suas formas verbais, visuais e sonoras.

Respite. Quiet. A House of Dreams.

ABSTRACTMathematics textbooks play a very important role in mathematics education and textbook tasks are used by students for practice to a large extent. Since the nature of the tasks may influence the way students think it is important that the textbooks provide a balance of a variety of tasks. The analyses of the requirements in textbook tasks contain the usual dimensions of content, cognitive demands, question type and contextual features. The aim of this study is to embed a new fifth dimension into the framework: mathematical activities. This addresses the question of what a student should do in a particular textbook task: to represent, to compute, to interpret or to use argumentation. The analysis encompassed more than 22,000 tasks from the most commonly used Croatian mathematics textbooks in the 6th, 7th and 8th grade. The results show that the textbooks do not provide a full range of task types. There is an emphasis on computation, while argumentation and interpretation activities, reflective thinking and open answer tasks are underrepresented. The study revealed that incorporating mathematical activities into the multidimensional framework of textbook tasks may help to better understand the opportunities to learn which are afforded students by using mathematics textbooks.

Problem posing is one of the most important topics in a mathematics education. Through problem posing, students gain mathematical abilities and concepts and teachers can evaluate their students and arrange adequate learning environments. The aim of the present study is to investigate Turkish primary school teachers’ opinions about problem posing applications for students, the mathematics curriculum and textbooks. A 30-item questionnaire was developed by the researcher and administered to 18 primary schools. Altogether, 277 primary school teachers participated in the study. The results showed that Turkish primary school teachers have positive views about problem posing applications related to students but negative opinions about the mathematics curriculum and mathematics textbooks.

繪製離散：布蘭德的《返鄉之圖》

Reviewed by: Black Victorians: Black People in British Art 1800–1900 Meaghan Clarke (bio) Black Victorians: Black People in British Art 1800–1900, edited by Jan Marsh; pp. x + 208. Aldershot and Burlington: Lund Humphries in Association with Manchester Art Gallery and Birmingham Museums and Art Gallery, 2005, £35.00, $70.00. The exhibition Black Victorians: Black People in British Art 1800–1900 opened in the Manchester City Art Gallery in 2005 and then traveled to its only other venue, the Birmingham Museum and Gallery. The innovative nature of the show is highlighted in the catalog's forward by David Dabydeen, who sees the exhibition as part of a long overdue acknowledgment of images of blacks in art history. This exhibition follows on some recent efforts to highlight these issues in UK museums, for example the Victoria and Albert Museum's Victorian Vision (2001) and more recent Black British Style, which toured to Manchester, Leicester, and Bradford in 2005. Although perhaps not immediately evident from the title, Black Victorians focuses on representations of black people—what the show is missing is representations by black artists. The black/Native sculptor Edmonia Lewis, for example, was not included in the show; unfortunately, the parameters of the grouping were works that were seen in Britain during the Victorian period, and although Lewis traveled to Italy, her work was not exhibited in Britain. A luxuriously produced hardbound catalog was published by Lund Humphries to accompany the exhibition. Black Victorians: Black People in British Art 1800–1900 includes color illustrations of a remarkable range of objects, from photography and print, to watercolors, to oils and bronze sculpture, demonstrating the extraordinary diversity of images of black people produced across the century. The exhibition and catalog force the viewer to revisit and re-examine already canonical paintings such as The Beloved (1865–66), Dante Gabriel Rossetti's jewel-like portrayal of a bride surrounded by four attendants of differing ethnic types and an African child. The exhibit highlights recurring tropes such [End Page 137] as slave market scenes—in this case by William Müller, Eyre Crowe, and Frank Brangwyn—merging political outrage and voyeurism, as well as lesser-known artists and images. Some of the latter have entered art historical discourse quite recently, such as Thomas Baines's portrait of Shibante, a Native of Mazaro, Boatman and Pilot (1859) and Joanna Boyce Wells's Head of Mrs. Eaton (1861). Photograph portraits similarly range across class and profession—as well as degree of familiarity—from Sarah Forbes Bonetta (Queen Victoria's god-daughter) and the acrobat Mademoiselle LaLa, also depicted by Edgar Degas, to an early group portrait of Greenwich pensioners. The catalog also features the portrait of the black nurse Mary Seacole, famous for her work in Crimea, recently rediscovered and loaned to the National Portrait Gallery. The exhibit juxtaposes pieces of "fine art" with works associated with more popular forms of print, such as George Cruickshank's The New Union Club (1819) and an advertisement for Sunlight soap, the racial undertones of which been interrogated in recent scholarship. Such images offer a more representative, albeit disturbing, vision of the range of depictions of black people evident in nineteenth-century culture. In addition to an introduction and essay by curator Jan Marsh, the volume contains impressive essays by academics and curators who pursue themes arising from the selection of works encompassed by the exhibition. Radiclani Clytus examines lithographic prints produced in the second quarter of the nineteenth century, arguing that American attitudes towards black subjectivity were not dissimilar to British discursive and visual representations. As a result of archaeological discoveries, Victorian sculpture was divided into two opposing aesthetics, those espousing neo-classical white marble versus those experimenting with the more historically authentic color, as exemplified by John Gibson's Tinted Venus (1851–56). Charmaine Nelson considers the use of polychromy to denote race in sculpture, positioning Charles Cordier's dignified Vénus Africaine (1852) in the context of this debate and colonial discourses. Cordier traveled to Algeria and expressed contemporary concerns about miscegenation, but he also articulated a universal ideal of beauty. Briony Llewellyn considers artists who traveled in Egypt, specifically David Roberts and J. F...

Experiences of African-Americans as Reflected in Richard Wright's <i>Native Son 1940</i>

This study aims to analyze the current status and characteristics of QR code usage in the 8 types of middle school first-grade mathematics textbooks developed based on the 2022 revised national curriculum in South Korea. The goal is to suggest effective strategies for integrating digital resources into mathematics education. Both quantitative and qualitative analyses were conducted on the frequency of QR codes, their distribution by content domain, types of materials provided, and the instructional functions they serve within the textbooks. The findings revealed significant differences among textbooks in the number and types of QR codes, with many codes concentrated in the geometry domain. The content types were often skewed toward specific instructional purposes such as concept explanation or assessment support, while practice-oriented materials using educational software were rarely included. These results imply the need for a more balanced and pedagogically aligned design of QR code resources that effectively support concept learning, inquiry, and self-directed learning in mathematics education. This study is significant in that it provides meaningful implications for the future direction of digital-based mathematics education and textbook development through a systematic analysis of the use of QR codes in mathematics textbooks.

Chapter 1 explores the visualization of rumors concerning Black people by conceptual artist Hank Willis Thomas, abolitionists, and proslavery advocates. It also examines how representations of Black people in historic propaganda and popular culture from the eighteenth and nineteenth centuries influence contemporary advertising, with special focus on portraying the kneeling Black figure through Colin Kaepernick’s abolitionist performance. It also explores select images from Thomas’s B®anded series, which link contemporary iterations of fashion and marketing to the past abolitionist and proslavery images from the transatlantic slave trade, conveying their legacy in today’s commodities and advertising campaigns and displaying how brands and identities converge. The chapter argues that the visualization of a rumor is a Black virality that, when used for abolition, contributes to improving the material conditions for Black people while using racialized gender knowledge to essentialize them indefinitely.

The article discusses how black people were portrayed in the Slovenian translations of the novels Winnetou, Old Surehand and Der Schatz im Silbersee, which have all been translated into Slovenian several times; the analysis thus reveals how translation strategies have changed over the decades. The comparison shows that the strategies in translations published in the 1930s were somewhat different from those in the post-World War II period, when the Slovenian territory was part of socialist Yugoslavia; because of the unacceptability of racist views during the socialist period, some racist passages of the original texts were censored in the translations. A substantial amount of neutralization of pejorative racial terminology occurred in both pre- and post-War translations, and translators in both eras also used similar strategies for translating black people’s sociolect. The interventions in the translations have somewhat affected how the translated works can be interpreted.

Despite the difficulty differentiating between the symptomology of dissociative disorders and schizophrenia, Black people of African and Caribbean descent in the UK continue to be diagnosed with schizophrenia and over-represented within the mental health care system. The reasons why remain illusive; however, some researchers have begun asking whether racism plays an integral part. Given that Black people often given racism as a contributing factor to their mental state, and the difficulty differentiating between the symptomology of dissociative disorders and schizophrenia, this study examined the relation between mental representations that might be indicative of the subjective experience of racism and dissociative experiences as evidence of a trauma-related response. A web-based questionnaire was responded to by 255 self-defined Black subscribers to an Ethnic Minority Research Panel. Results showed that youth, low academic achievement, mental representations of self in relation to people who made derogatory race-related comments about others and low self-esteem contributed significantly to the variation in reported dissociative experiences, overall. Therefore, processing of race-related information impacted on the Dissociative Experiences Scale and, therefore, might also explain the over representation of Black people within the mental health system in the UK.

In this study, the 8th grade secondary school mathematics textbook approved by the ministry in Turkey was compared with the mathematics textbooks in France and the USA in terms of the use of the multiple representation method in the probability learning domain. Document analysis, one of the qualitative research methods, was used in the study, and the textbooks were selected using the typical case sampling method since the probability learning domain was examined within the same learning outcome. The 36 examples, exercises, activities, solved questions, and end-of-unit assessment questions in the Turkish textbook, 88 in the US textbook, and 96 in the French textbook were analyzed. This study utilized multiple representation types (Lesh et al.). According to the findings of the study, the most commonly used representation type in the Turkish mathematics textbook was algebraic representation (50%), the most commonly used representation type in the French mathematics textbook was verbal representation (25%), and the most commonly used representation type in the US mathematics textbook was algebraic representation (35%). In addition, the number of activities and questions in the French mathematics textbook was higher than in other countries, and the representation types were equally distributed. However, it is noteworthy that the Turkish textbook does not include graphic representations in the probability learning domain and uses very few tabular representations. In addition, the 5th grade mathematics textbook, which was prepared according to the new education model curriculum and started to be used in the 2024-2025 academic year, was examined, and changes in the probability learning domain were noted. It is recommended to increase the number of examples, activities, and questions in the probability learning domain and the use of multiple representations in the Turkish mathematics textbook.

The paper deals with educational traditions in mathematics education in Austrian-Ugrian monarchy in the nineteenth century. This country as a multinational and multicultural territory is an inspirable example of cultural diversity. There is lack of university courses in the teacher training study, which shows cultural diversity as a heritage of Central European educational tradition. Many parts of school mathematics can be presented in modern form through ICT tools and educational software. We can use historical mathematics textbooks by different authors because a lot of original historical mathematical works and textbooks are possible to find in electronic form in the Internet or in electronical libraries and archives. The process of digitalization in these institutions has a big progress. For this reason we show some examples from historical mathematical textbooks. These historical approaches have connection to nowadays mathematics, because many international studies such PISA support problem-solving of real-life-oriented problems. GeoGebra and other educational software can help teachers to use the time more effectively, motivate the students and teach mathematics with understanding. We present the method of generating problems and some other motivational tools.