Research on Mathematics Textbooks and Teachers' Resources: Advances and Issues

ISBN-13: 9783319732527 / Angielski / Twarda / 2018 / 377 str.

Lianghuo Fan; Luc Trouche; Chunxia Qi

Opis

This book focuses on issues related to mathematics teaching and learning resources, including mathematics textbooks, teacher manuals, student learning and assessment materials, and online resources.

Spis treści

Research on Mathematics Textbooks and Teachers’ Resources: Advances and issues

Lianghuo Fan, Luc Trouche, Chunxia Qi, Sebastian Rezat, & Jana Visnovska (Eds.)

Introduction

Luc Trouche and Lianghuo Fan

Section 1 Trends in presentation of mathematics in textbooks and other resources (coordinated by Sebastian Rezat)

Chapter 1. Open educational resources: a chance for opening mathematics teachers’ resource systems?

Luc Trouche, Ghislaine Gueudet, and Birgit Pepin

Chapter 2. Textbooks used by teachers in junior high school in relation to their role

Chunxia Qi, Zhang Xinyan, and Huang Danting

Chapter 3. A comparative study on the presentation of geometric proof in secondary mathematics textbooks in China, Indonesia and Saudi Arabia

Lianghuo Fan, Mailizar Mailizar, Manahel Alafaleq, and Yi Wang

Section 2 Teacher interactions with curricular and other learning resources (coordinated by Jana Visnovska)

Chapter 4. Examining Teachers’ Interactions with Curriculum Resource to Uncover Pedagogical Design Capacity

Janine Remillard

Chapter 5. Disaggregating a Mathematics Teacher's Pedagogical Design Capacity Moneoang Leshota, and Jill Adler Chapter 6. Teachers' selection of resources in an era of plenty: An interview study with secondary mathematics teachers in England Helen Siedel, and Andreas Stylianides Chapter 7. Teachers as designers of digital educational resources for creative mathematical thinking

Chronis Kynigos, and Angeliki Kolovou

Section 3 Teachers' collective work through resources (coordinated by Chunxia Qi)

Chapter 8. Curriculum support for teachers’ negotiation of meaning: A Collective Perspective

Hendrik van Steenbrugge, Maria Larsson, Andreas Ryve, Eva Insulander, and Daniel Brehmer

Chapter 9. Mathematics teachers’ expertise in resources work and its development in collectives. A French and a Chinese Cases Chongyang Wang Chapter 10. Studying the role of context in social creativity for the design of digital resources Nataly Essonier, Chronis Kynigos, Jana Trgalova, and Maria Daskolia Chapter 11. Uses of online trajectories and documentational trajectories: the case of Sésamath Katiane de Moraes Rocha

Section 4 Teachers and students interactions through resources (coordinated by Luc Trouche and Lianghuo Fan)

Chapter 12. Instructional activity and student interaction with digital resources

Kenneth Ruthven

Chapter 13. Resourcing teachers in transition to plan for interactions with students' ideas

Jana Visnovska, and Jose Luis Cortina

Chapter 14. Prospective Teachers’ Interactions with Interactive Diagrams: Semiotic Tools, Challenges and Well-trodden Paths

Elena Naftaliev

Chapter 15. Teacher Decisions on lesson Sequence and their impact on opportunities for students to learn

Ok-Kyeong Kim

Section 5 Concluding remarks

Chapter 16. Present research on mathematics textbooks and teachers’ resources in ICME: conclusion and perspectives

Sebastian Rezat, Jana Visnovska, Luc Trouche, Chunxia Qi, and Lianghuo Fan

Chapter 17. A global rereading of the book (exact title to be decided)

Birgit Pepin

About the contributing authors

Index

Blurb

This book focuses on issues related to mathematics teaching and learning resources, including mathematics textbooks, teacher guides, student learning and assessment materials, and online resources. The book highlights various theoretical and methodological approaches used to study teaching and learning resources, and addresses the areas of resources, teachers, and students at an international level. 

As for the resources, the book examines the role textbooks and other curricular or learning resources play in mathematics teaching, learning, and assessment. It asks questions such as: Could we consider different types of textbooks and roles they play in teaching and learning? How does the digitalization of information and communication affect these roles? What are defining features of e-textbooks, and how could we characterize the differences between the traditional textbooks and e-textbooks? 

As for the teachers, the book discusses the relationships between teachers’ individual and collective resources, and the way in which we could model such relationships. Specific questions addressed are: What is the role of teachers in developing textbooks and other teaching and learning materials? What are the relationships between resource designers and users? What are the consequences of these changing roles and relationships for the teaching of mathematics, and for teacher knowledge and professional development? 

As for the students, the book explores how students, as well as their teachers, interact through resources. It raises and addresses questions such as: What are the effects of modern ICT (particularly internet) on students’ use and the design of resources? How do changing patterns of use and design affect student behaviour, learning, and relationships to the subject of mathematics?