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Research on Mathematics Textbooks and Teachers’ Resources

Advances and Issues

  • Book
  • © 2018

Overview

Editors:
  1. Lianghuo Fan

    1. Southampton Education School, University of Southampton, Southampton, United Kingdom

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  2. Luc Trouche

    1. Institut Français de l’Education, École Normale Supérieure de Lyon, Lyon, France

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  3. Chunxia Qi

    1. Faculty of Education, Beijing Normal University, Beijing, China

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  4. Sebastian Rezat

    1. EIM—Institut für Mathematik, Universität Paderborn, Paderborn, Germany

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  5. Jana Visnovska

    1. School of Education, The University of Queensland, Brisbane, Australia

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  • Discusses the role of textbooks and other curricular or learning resources in mathematics teaching, learning, and assessment
  • Considers different types of textbooks, which are suited for project-based, inquiry-based, or problem-based learning
  • Includes research on the effects of modern ICT (information and communications technology) on students’ use of resources, and their design

Part of the book series: ICME-13 Monographs (ICME13Mo)

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Table of contents (17 chapters)

  1. Front Matter

    Pages i-xxiii
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  2. Trends in Presentation of Mathematics in Textbooks and Other Resources

    1. Front Matter

      Pages 1-1
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    2. Open Educational Resources: A Chance for Opening Mathematics Teachers’ Resource Systems?

      • Luc Trouche, Ghislaine Gueudet, Birgit Pepin
      Pages 3-27

    3. Textbook Use by Teachers in Junior High School in Relation to Their Role

      • Chunxia Qi, Xinyan Zhang, Danting Huang
      Pages 29-51

    4. 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, Yi Wang
      Pages 53-65

  3. Teacher Interactions with Curricular and Other Learning Resources

    1. Front Matter

      Pages 67-67
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    2. Examining Teachers’ Interactions with Curriculum Resource to Uncover Pedagogical Design Capacity

      • Janine T. Remillard
      Pages 69-88

    3. Disaggregating a Mathematics Teacher’s Pedagogical Design Capacity

      • Moneoang Leshota, Jill Adler
      Pages 89-117

    4. Teachers’ Selection of Resources in an Era of Plenty: An Interview Study with Secondary Mathematics Teachers in England

      • Helen Siedel, Andreas J. Stylianides
      Pages 119-144

    5. Teachers as Designers of Digital Educational Resources for Creative Mathematical Thinking

      • Chronis Kynigos, Angeliki Kolovou
      Pages 145-164

  4. Teachers’ Collective Work Through Resources

    1. Front Matter

      Pages 165-165
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    2. Curriculum Support for Teachers’ Negotiation of Meaning: A Collective Perspective

      • Hendrik Van Steenbrugge, Maria Larsson, Eva Insulander, Andreas Ryve
      Pages 167-191

    3. Mathematics Teachers’ Expertise in Resources Work and Its Development in Collectives: A French and a Chinese Cases

      • Chongyang Wang
      Pages 193-213

    4. Role of Context in Social Creativity for the Design of Digital Resources

      • Nataly Essonnier, Chronis Kynigos, Jana Trgalova, Maria Daskolia
      Pages 215-233

    5. Uses of Online Resources and Documentational Trajectories: The Case of Sésamath

      • Katiane de Moraes Rocha
      Pages 235-258
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Keywords

About this book

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?

Editors and Affiliations

  • Southampton Education School, University of Southampton, Southampton, United Kingdom

    Lianghuo Fan

  • Institut Français de l’Education, École Normale Supérieure de Lyon, Lyon, France

    Luc Trouche

  • Faculty of Education, Beijing Normal University, Beijing, China

    Chunxia Qi

  • EIM—Institut für Mathematik, Universität Paderborn, Paderborn, Germany

    Sebastian Rezat

  • School of Education, The University of Queensland, Brisbane, Australia

    Jana Visnovska

Bibliographic Information

  • Book Title: Research on Mathematics Textbooks and Teachers’ Resources

  • Book Subtitle: Advances and Issues

  • Editors: Lianghuo Fan, Luc Trouche, Chunxia Qi, Sebastian Rezat, Jana Visnovska

  • Series Title: ICME-13 Monographs

  • DOI: https://doi.org/10.1007/978-3-319-73253-4

  • Publisher: Springer Cham

  • eBook Packages: Education, Education (R0)

  • Copyright Information: Springer International Publishing AG 2018

  • Hardcover ISBN: 978-3-319-73252-7Published: 27 February 2018

  • Softcover ISBN: 978-3-319-89245-0Published: 04 June 2019

  • eBook ISBN: 978-3-319-73253-4Published: 13 February 2018

  • Series ISSN: 2520-8322

  • Series E-ISSN: 2520-8330

  • Edition Number: 1

  • Number of Pages: XXIII, 377

  • Number of Illustrations: 50 b/w illustrations

  • Topics: Mathematics Education, Teaching and Teacher Education, Learning & Instruction, Study and Learning Skills, Educational Technology

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