Mining Mathematics in Textbook Lessons
In this paper, we propose an analytic tool for describing the mathematics made available to learn in a ‘textbook lesson’. The tool is an adaptation of the Mathematics Discourse in Instruction (MDI) analytic tool that we developed to analyze what is made available to learn in teachers’ lessons. Our motivation to adapt the use of the MDI analytic framework to textbooks is to test the relative robustness of the framework in moving across different pedagogic texts (e.g. video of a lesson, a textbook lesson). Our initial findings suggest it has applicability across pedagogic texts, thus opening possibilities for using a common framework and language in research and in professional development activities involving the written and enacted curricula.
KeywordsAnalytic framework Curriculum studies Mathematics discourse Opportunities to learn Socio-cultural theory Textbooks studies
- Adler, J. (1999). The dilemma of transparency: Seeing and seeing through talk in the mathematics classroom. Journal for Research in Mathematics Education, 30(1), 47–64.Google Scholar
- Adler, J. (2000). Conceptualising resources as a theme for mathematics teacher education. The Journal of Mathematics Teacher Education, 3(3), 205–224.Google Scholar
- Adler, J. (2001). Teaching mathematics in multilingual classrooms. Dordrecht, Netherlands: Kluwer Academic.Google Scholar
- Adler, J., & Davis, Z. (2006). Opening another black box: Researching mathematics for teaching in mathematics teacher education. Journal for Research in Mathematics Education, 37(4), 270–296.Google Scholar
- Adler, J., & Ronda, E. (2015). A framework for describing mathematics discourse in instruction and interpreting differences in teaching. African Journal of Research in Mathematics, Science and Technology Education, 19(3), 237–254. doi: 10.1080/10288457.2015.1089677.
- Adler, J., & Ronda, E. (2016). Mathematical discourse in instruction matters. In J. Adler & A. Sfard (Eds.), Research for educational change: Transforming researchers’ insights into improvement in mathematics teaching and learning. Abingdon, England: Routledge (in press).Google Scholar
- Adler, J., & Venkat, H. (2014). Teachers’ mathematical discourse in instruction: Focus on examples and explanations. In M. Rollnick, H. Venkat, M. Askew, & J. Loughran (Eds.), Exploring content knowledge for teaching science and mathematics. London, England: Routledge.Google Scholar
- Askew, M., Hodgen, J., Hossain, S. & Bretscher, N. (2010). Values and variables: Mathematics education in high-performing countries. London, England: Nuffield.Google Scholar
- Bernstein, B. B. (2000). Pedagogy, symbolic control, and identity: Theory, research, critique (Revised ed.). Lanham, MD: Rowman & Littlefield.Google Scholar
- Bowie, L. (2013). The constitution of school geometry in the Mathematics National Curriculum Statement and two Grade 10 geomtery textbooks in South Africa (Unpublished doctoral dissertation). Johannesburg, South Africa: University of the Witwatersrand.Google Scholar
- de Freitas, E., Wagner, D., Esmonde, I., Knipping, C., Lunney Borden, L. & Reid, D. (2012). Discursive authority and sociocultural positioning in the mathematics classroom: New directions for teacher professional development. Canadian Journal of Science, Mathematics, and Technology Education, 12(2), 137–159. doi: 10.1080/14926156.2012.679994.CrossRefGoogle Scholar
- Leshota, M. (2015). The relationship between textbooks affordances and teachers' pedagogical design capacity (Unpublished doctoral dissertation). Johannesburg, South Africa: University of the Witwatersrand.Google Scholar
- Lo, M. (2012). Variation theory and the improvement of teaching and learning. Retrieved from https://gupea.ub.gu.se.
- Marton, F. & Tsui, A. B. M. (2004). Classroom discourse and the space of learning. Mahwah, NJ: Erlbaum.Google Scholar
- Nagao, M., Rogan, J. & Magno, M. (2007). Mathematics and science education in developing countries: Issues, experiences, and cooperation prospects. Quezon City, Philippines: UP Press.Google Scholar
- Venkat, H., & Adler, J. (2012). Coherence and connections in teachers' mathematical discourses in instruction. Pythagoras, 33(3), 1–8.Google Scholar
- Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, England: Harvard University Press.Google Scholar
- Wagner, D. (2015). A speech act in mathematics education: The social turn. In P. Gates & R. J. Zevenbergen (Eds.), Shifts in the field of mathematics. Singapore: Springer Science+Business Media.Google Scholar
- Yang, K. (2013). A framework for analysing textbooks based on the notion of abstraction. For the Learning of Mathematics, 33(1), 31–37.Google Scholar