mdh.sePublications
Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
The Potential of Dominating Mathematics Textbooks in Sweden to Support the Learning and Teaching of Proportional Reasoning
Mälardalen University, School of Education, Culture and Communication. (M-term)ORCID iD: 0000-0002-1928-7537
(English)Article in journal (Refereed) Submitted
Abstract [en]

Proportional reasoning is a cornerstone in compulsory mathematics education. It is considered to be one of the most challenging topics to tech and learn. This article discusses the potential of two Swedish textbooks to support the teaching and learning of proportion and proportional reasoning. Since curricular resources, such as textbooks are teachers’ most important tools for planning and enacting lessons; the support they offer has great impact on how teaching and learning will be designed. To analyze the textbooks examined here, I use a framework developed by Shield and Dole, based on research. The study provides insights of the strengths and weaknesses in the presented structure regarding proportional reasoning in the most commonly used textbooks in Swedish lower secondary school. Teachers could use these insights, when making decisions about how to use their textbooks. This study is likely to map the terrain of Sweden, due to the textbooks widespread use.

Keyword [en]
mathematics textbooks, proportion, structure, understanding
National Category
Social Sciences
Research subject
Didactics
Identifiers
URN: urn:nbn:se:mdh:diva-25804OAI: oai:DiVA.org:mdh-25804DiVA: diva2:739820
Available from: 2014-08-21 Created: 2014-08-20 Last updated: 2015-07-09Bibliographically approved
In thesis
1. Approaching Curriculum Resources: Examining the potential of textbooks and teacher guides to support mathematics learning and teaching
Open this publication in new window or tab >>Approaching Curriculum Resources: Examining the potential of textbooks and teacher guides to support mathematics learning and teaching
2014 (English)Licentiate thesis, comprehensive summary (Other academic)
Abstract [en]

The driving forces of conducting the two studies presented in this thesis are: the strong position of curriculum resources in the mathematics classroom in general; teachers’ faith in curriculum resources to convey the intentions and goals of mathematics education; and the expected benefits to mathematics education through expanding the knowledge base of research in the area of curriculum resources in general, and teacher guides in particular. This thesis builds upon two studies conducted in Sweden. The first is a study on how teachers use teacher guides. The results of this study could be seen as one piece in the building of a theoretical understanding of how teachers use their tools in planning and enacting teaching. The data for Study I were collected through semi-structured interviews with five early-years mathematics teachers. In advance, the teachers were asked to copy the pages from the teacher guide they had used the week before the interview. The analysis of the interviews shows that less experienced teachers desire a wider scope of content in their teacher guide. More experienced teachers desire support from teaching activities, in the design of teaching in classroom practice. Another interesting result was that all teachers in our study, regardless of prior experience, knowledge, beliefs, etc., want the teacher guide to offer connections between theory and practice. The second study investigates what content is represented in Swedish textbooks. The results of this study map the terrain over how the most commonly used textbooks in Sweden construct the topic of proportion and proportional reasoning. My choice of textbooks is based on a questionnaire among all compulsory school mathematics teachers in the sixth largest municipality in Sweden, revealing that two curriculum resources together covered 97% of the classrooms in Grades 7-9. The study provides insights into the strengths and weaknesses in the presented structure regarding proportional reasoning in the most commonly used textbooks in Swedish lower secondary school. Teachers could use these insights when making decisions about how to use their textbooks, and to possibly reconsider how to organize the enactment of the national curriculum in order to develop deep understanding. The analyses could provide authors of teacher guides and textbooks with valuable information to consider regarding structure and design.

Place, publisher, year, edition, pages
Mälardalen University, 2014
Series
Mälardalen University Press Licentiate Theses, ISSN 1651-9256 ; 179Mälardalen Studies in Educational Sciences
National Category
Social Sciences
Research subject
Didactics
Identifiers
urn:nbn:se:mdh:diva-25816 (URN)978-91-7485-159-5 (ISBN)
Presentation
2014-09-23, Zeta, Västerås, 13:00 (English)
Opponent
Supervisors
Available from: 2014-08-22 Created: 2014-08-21 Last updated: 2014-09-16Bibliographically approved

Open Access in DiVA

No full text

Search in DiVA

By author/editor
Ahl, Linda
By organisation
School of Education, Culture and Communication
Social Sciences

Search outside of DiVA

GoogleGoogle Scholar

Total: 552 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf