Didactical Dimensions in Math Textbooks.pdf

Open Journal for Educational Research

1. Introduction: The importance of school mathematics textbooks in teaching School textbooks are fundamental in the shaping of the pedagogical framework of the teachers and the pupils (Lebrun et al., 2002). In their content, the recontextualization of the scientific knowledge of Mathematics takes place and this is adapted to the goals and pursuits of the official curriculum for pupils at particular educational levels and in particular school years, and is transformed into knowledge of the school science of Mathematics (Bernstein 2000; Morgan, Tsatsaroni & Lerman, 2002). Hence, school textbooks appear as "tools" for the pedagogical guidance of the teachers, for the shaping of their teaching and the promotion of the "teaching-learning" process in such a way as to be adapted to the age-related capabilities of the pupils in the particular grades they are designed for. Basil Bernstein's contribution to the theory for the analysis of the way in which the content of school textbooks is shaped, is significant, and our study makes especial use of the

Research collected and reviewed a number of empirical studies in the field of educational research regarding the analysis of mathematics textbooks to provide summary and overview the information there in. The questions were identified via Google Scholar and collected from different data sources. A total of 44 papers published from 1953 to 2015 were selected based specific criteria, with 24 articles include in the SSCI database. Descriptive statistics were used to evaluate and interpret the results. A perspective on the learning analysis methods was used to collect studies and showed the mathematics textbooks analyzed were investigated under four themes: The analysis of standards, distributive property, language in mathematics, and others. School's level which is investigated textbooks: Kindergarten, elementary, junior school, and senior school. Subjects covered in the mathematics textbooks included algebra and arithmetic, geometry, measurement, data analysis and probability, number and operations, among others. Research found the most frequently discussed in perspective on learning was the analysis of the standards and the distributive property (15 studies), the most common subject was number and operations (16 studies), and the highest number in school's level was elementary school (18 studies). Nevertheless, fewer studies have been found to analyzing mathematics textbooks. Future research can pay attention for the relevant theoretical issues and collaborate studies in more perspective learning analysis.

Voices of Teachers and Teacher Educators, NCERT, 2018

This article offers guidelines for an objective, systematic review of mathematics textbooks for their didactical dispositions. Based on the recommendations of the Position Paper of the National Focus Group on Teaching of Mathematics brought out by the NCERT 2006, two categories for such an analysis have been proposed. In the first category, the pedagogical aspects specific for building the disciplinary understanding of mathematics have been enumerated, while the second category suggests analyzing the approaches that textbooks adopt for handling the sociopsychological concerns related to the child.

Journal für Mathematik-Didaktik, 2016

Research on Mathematics Textbooks and Teachers’ Resources: Advances and issues. Springer, 2018

This introduction aims to situate this monograph as a result of the work of the Topic Study Group (TSG) 38 at the 13th International Congress on Mathematical Education, held in Hamburg in July 2016. Beyond this goal, it aims to evidence the fact that, far from being an isolated work, the contributions received to this TSG, their number as well as their content, witness the emergence, at an international level, of a new field of research, dedicated to the teachers’ resources. After having set this scene, this introduction shortly overviews the chapters of this monograph, structured in five sections.

Le Centre pour la Communication Scientifique Directe - HAL - @rchiveSIC, 2017

This article focuses on the relations between the activity of the teachers and the contents of textbooks and the teacher's manuals. Through the observation of lessons, we analyse and discuss how the teachers follow the recommendations written by the authors of teacher's manuals. We describe the adjustments made by these teachers, comparing them to the recommendations written by the authors of teacher's manuals. The observations lead us to point out some didactic obstacles and to mention the major role of an epistemological and didactic teacher training.

Learning Disability Quarterly, 2008

High-quality core instruction in kindergarten and first and second grade is critical to prevent mathematics difficulties. Evidence-based critical features of instruction should be part of core instruction and be included in mathematics textbooks. This study examined lessons from kindergarten and first- and second-grade basal mathematics textbooks to determine the extent to which 11 critical features of instruction were present. Overall, results showed an “Approaching Acceptable” rating, meaning that the features were not fully incorporated. Implications include the need for textbook adoption committees to be mindful of the importance of including effective instructional practices when making textbook decisions and for teachers to scrutinize the components of lessons to determine if these features of effective instruction are included.

Journal for Research in Mathematics Education, 2010

A content analysis of over 28,000 pages from 141 elementary school mathematics textbooks published between 1900 and 2000 shows that widely used mathematics textbooks have changed substantially. Textbooks from the early part of the century were typically narrow in content but presented substantial amounts of advanced arithmetic and also asked students simultaneously to engage with material in effortful and conceptual ways. A period of change marked the middle of the century, when less advanced topics were presented and problem-solving tasks were simplified. From the mid-1960s onward, however, the trend reversed, and 3 major changes occurred in primary school mathematics curricula over the next 4 decades: (a) expansion of topics and the number of pages devoted to each topic; (b) a shift of traditionally more advanced topics from higher to lower grades; and, (c) within arithmetic, an increase in the number, abstraction, and cognitive demand of problem-solving strategies. Implications o...

ZDM, 2013

This paper presents a survey study aiming to systematically examine, analyse and review relevant research focusing on mathematics textbooks and hence identify future directions in this field of research. The literature surveyed is selected from different data sources, including mainly journal articles, research theses and conference proceedings. The survey revealed that important progress has been made over the last few decades in mathematics textbook research, though the major achievement has been concentrated in the areas of textbook analysis (including textbook comparison), and the use of textbooks in teaching and learning. It is overall no longer true that the textbook research in mathematics is ''scattered, inconclusive, and often trivial'' as described six decades ago; however, the development of research on mathematics textbooks has been unbalanced in different areas. Following the review and discussion, the paper proposes five needed directions for advancing the research in this field.

This tome, 680 pages plus introductory material, published in 1973, is a classic in the mathematics education literature. Many of the ideas expressed in it are current today, especially those of Dutch Realistic Mathematics Education (RME). 1 The ideas of reinvention (now often referred to as guided reinvention) and mathematization are discussed in detail in Chapters 6 and 7. For guided reinvention to work, the teacher, or the curriculum developer, should ensure that the learner will regard the knowledge as his/her own. Freudenthal saw guided reinvention as an elaboration of the Socratic Method, but one in which students are much more active. That said, how can one adequately summarize, or even indicate, the contents of this huge volume? There are 19 chapters plus two appendices. They range over the aim of mathematics instruction, the Socratic Method, mathematical rigor, logic, number, sets and functions, geometry, analysis, probability and statistics, and more, with the first of the...