Understanding mathematics textbooks through readeroriented theory
 Aaron Weinberg,
 Emilie Wiesner
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Textbooks have the potential to be powerful tools to help students develop an understanding of mathematics. However, many students are unable to use their textbooks effectively as learning tools. This paper presents a framework that can be used to analyze factors that impact the ways students read textbooks. It adapts ideas from readeroriented theory and applies them to the domain of mathematics textbooks. In readeroriented theory, the reader is viewed as actively constructing meaning from a text through the reading process; this endeavor is shaped and constrained by the intentions of the author, the beliefs of the reader, and the qualities the text requires the reader to possess. This paper also discusses how reading mathematics textbooks is further constrained by the authority and closed structure of these textbooks. After describing the framework, the paper discusses recommendations for future avenues of research and pedagogy, highlighting the importance of teachers' roles in mediating their students' use of textbooks.
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 Title
 Understanding mathematics textbooks through readeroriented theory
 Journal

Educational Studies in Mathematics
Volume 76, Issue 1 , pp 4963
 Cover Date
 20110101
 DOI
 10.1007/s1064901092643
 Print ISSN
 00131954
 Online ISSN
 15730816
 Publisher
 Springer Netherlands
 Additional Links
 Topics
 Keywords

 Mathematics education
 Content area reading
 Readeroriented theory
 Textbooks
 Authors

 Aaron Weinberg ^{(1)}
 Emilie Wiesner ^{(1)}
 Author Affiliations

 1. Ithaca College, 953 Danby Rd, Ithaca, NY, 14850, USA