mdh.sePublications
Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • 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
Approaching Curriculum Resources: Examining the potential of textbooks and teacher guides to support mathematics learning and teaching
Mälardalen University, School of Education, Culture and Communication. Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics. (M-term)ORCID iD: 0000-0002-1928-7537
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: urn:nbn:se:mdh:diva-25816ISBN: 978-91-7485-159-5 (print)OAI: oai:DiVA.org:mdh-25816DiVA: diva2:739821
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
List of papers
1. HOW ARE MATHEMATICS TEACHER GUIDES USED FOR SUPPORT AND INSPIRATION IN TEACHING?
Open this publication in new window or tab >>HOW ARE MATHEMATICS TEACHER GUIDES USED FOR SUPPORT AND INSPIRATION IN TEACHING?
2014 (English)Conference paper, (Refereed)
Abstract [en]

In this study we investigate how teachers talk about their use of mathematics teacher guides for support and inspiration, with the aim of broadening the knowledge of how teachers use these guides in and for teaching. Our second aim is to test whether guidelines for designing educative curriculum material can serve as an analytical tool. The results show that less experienced teachers use a wider scope of content in the teacher guide whereas more experienced teachers use teaching activities1 and support for the design of teaching. Common for all teachers, despite level of experience, is that they want the teacher guide to provide connections between theory and practice. The analytical tool served well for analysing interviews, helping us pay attention to the features of the content discussed.

Keyword
mathematics teacher guides, analytical tool, curriculum materials, support, inspiration
National Category
Social Sciences Educational Sciences
Research subject
Didactics
Identifiers
urn:nbn:se:mdh:diva-25810 (URN)
Conference
The Seventh Nordic Conference on Mathematics Education, NORMA 14 Turku June 3–6, 2014
Funder
Swedish Research Council
Available from: 2014-08-21 Created: 2014-08-20 Last updated: 2015-01-21
2. The Potential of Dominating Mathematics Textbooks in Sweden to Support the Learning and Teaching of Proportional Reasoning
Open this publication in new window or tab >>The Potential of Dominating Mathematics Textbooks in Sweden to Support the Learning and Teaching of Proportional Reasoning
(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
mathematics textbooks, proportion, structure, understanding
National Category
Social Sciences
Research subject
Didactics
Identifiers
urn:nbn:se:mdh:diva-25804 (URN)
Available from: 2014-08-21 Created: 2014-08-20 Last updated: 2015-07-09Bibliographically approved

Open Access in DiVA

fulltext(735 kB)2561 downloads
File information
File name FULLTEXT02.pdfFile size 735 kBChecksum SHA-512
d700f9e6017a792c9fea78cc2f3098fbcf1aa0baaa6b6d8417f6589953fc2b46e14f3591cc4c61b4dfa78abb4e5b0999742ce7058597d3e94b85bfeb9cd65104
Type fulltextMimetype application/pdf

Search in DiVA

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

Search outside of DiVA

GoogleGoogle Scholar
Total: 2561 downloads
The number of downloads is the sum of all downloads of full texts. It may include eg previous versions that are now no longer available

Total: 843 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • 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