The mathematics textbook at tertiary level as curriculum material – exploring the teacher's decision-making process

Randahl, Mira

doi:10.1080/0020739x.2015.1133853

Cited by 6 publications

(4 citation statements)

References 31 publications

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“…Various studies have revealed that textbooks and curricular materials have the potential to influence teacher knowledge, and how that knowledge is translated into specific classroom activities (Davis, 2009;Hill & Charalambous, 2012;Huang, Ozel, Li, & Osborne, 2014;Randahl, 2016;Van Zoest & Bohl, 2005). It is possible that the teachers in this study were strictly following the curriculum or textbook, which seemed to emphasize the set-theoretical conception of a function followed by symbolically oriented, rule-based practices.…”

Section: Discussion and Concluding Commentsmentioning

confidence: 95%

Secondary Mathematics Teachers' Content Knowledge for Teaching the Concept of Function

Hatısaru

2020

IJMTL

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This study examined secondary mathematics teachers' content knowledge for teaching the concept of function. Content knowledge, for the purpose of this study, includes the common content knowledge and specialized content knowledge domains of Ball and her colleagues' Mathematical Knowledge for Teaching (MKT) framework. Data were collected through a 10-item questionnaire from 42 teachers practicing at fifteen different industrial vocational high schools in Ankara, Turkey. Findings revealed that most of the teachers placed a strong emphasis on the set correspondence and algebraic representations; found the uniqueness condition of functions very important for students to understand; and had a wide repertoire of examples of functions which constitute the uniqueness condition. The teachers' choice of examples mostly included giving set correspondence relations and checking whether they define a function. Additionally, a strong focus on the computational aspects associated with functions was evident. The teachers' understanding of the function concept might be influenced by the curricular materials, contextual factors, and high-stakes testing. The methodological and practical implications of these findings are discussed, and directions for future studies are offered.

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Section: Discussion and Concluding Commentsmentioning

confidence: 95%

Secondary Mathematics Teachers' Content Knowledge for Teaching the Concept of Function

Hatısaru

2020

IJMTL

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“…In fact, researchers seeking to obtain consumers' opinions on mathematics textbooks' features have emphasized that a quality textbook is important for mathematics teaching . Similarly, researchers investigating the role of mathematics textbooks have expressed that textbooks are an important tool in the application of mathematics curricula Herbel-Eisenmann, 2007;Randahl, 2016). Consequently, studies investigating the features and roles of mathematics textbooks dominate both the national and international literature (Benesh & Boester, 2012;Kaya, 2008;Keleş, 2014;Weinberg, Wiesner, Selden & Shepherd, 2013;Zeringue, Spencer, Mark, Schwinden & Newton, 2010).…”

Section: Discussion Conclusion and Implicationsmentioning

confidence: 99%

“…Nitekim matematik ders kitabının özelliklerine yönelik görüş alan araştırmacılar, nitelikli bir ders kitabının matematik öğretiminde önemli olduğunu vurgulamaktadırlar (Arslan ve Özpınar, 2009;. Benzer şekilde matematik ders kitaplarının rolüne yönelik görüş alan araştırmacılar da, matematik programının uygulanmasında ders kitaplarının aracı olduğunu ifade etmektedirler Herbel-Eisenmann, 2007;Randahl, 2016). Bu bağlamda matematik ders kitabının rolüne ve özelliklerine yönelik görüş alan çalışmalara ulusal ve uluslararası literatürde ağırlık verildiği söylenebilir (Benesh & Boester,2012;Kaya, 2008;Keleş, 2014;Weinberg, Wiesner, Selden & Shepherd, 2013;Zeringue, Spencer, Mark, Schwinden & Newton, 2010).…”

Section: Tartışma Sonuç Ve öNerilerunclassified

A Meta-Synthesis Study of Research About Mathematic Textbooks

Gökçek

Çelik

2020

pegegog

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This research aimed to investigate studies examining mathematics textbooks in depth. To this end, specific keywords and criteria were entered into Google’s advanced search engine and the Council of Higher Education national thesis center to obtain articles and theses related to mathematics textbooks. The research investigated a total of 114 studies on mathematics textbooks published between 2005 and 2019. The data obtained were firstly subject to a descriptive analysis. A meta-synthesis method was then used to evaluate the studies included in this research. To analyze the objectives of the studies included in this research, we used the theoretical framework developed by Fan, Zhu and Miao (2013) to create an original classification. Results showed that studies examining opinions on mathematics textbooks (41.00%) were less than studies analyzing mathematics textbook (59.00%). Moreover, surveys were found to be the most frequentlyy used data collection tool in studies collecting opinions on mathematics textbooks, with teachers being the most commonly used participants subject to this data collection method. Additionally, the meta-synthesis analysis indicated that studies analyzing mathematics textbooks generally focused on topics specific to mathematics and on a specific section of a textbook (e.g. activities, problems) whereas those investigating opinions on mathematics textbooks concentrated on studies emphasizing the features of mathematical textbooks and the role of textbooks in learning-teaching.

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“…In another study, Randahl (2016) used a decision-making lens to investigate the degree to which a college instructor in Norway adopted a popular calculus textbook (Adams, 2006) for teaching calculus to first-year engineering students. Randahl used Speer et al's (2010) definition of teaching practices:…”

Section: Literature Reviewmentioning

confidence: 99%