Skip to main content

Textbook Use by Teachers in Junior High School in Relation to Their Role

Part of the ICME-13 Monographs book series (ICME13Mo)

Abstract

Based on Nicol’s views about the levels of use of textbooks, the present study selected six junior high school teachers in China as the subjects and conducted a qualitative analysis of their teaching of geometric transformations. It was found that the use of textbook reaches the level of elaborating and creating but most teachers still focused on elaborating level. Meanwhile, great differences existed among teachers with different years of teaching. Teachers changed differently in the five aspects of teachers’ roles which affect mathematical communication, interaction with students, validation of knowledge, source of knowledge and students’ autonomy. These changes improved the use of textbooks.

Keywords

  • Mathematics teachers’ resources
  • Textbooks
  • Geometric transformation
  • Teachers’ role

This is a preview of subscription content, access via your institution.

Buying options

Chapter
USD   29.95
Price excludes VAT (USA)
  • DOI: 10.1007/978-3-319-73253-4_2
  • Chapter length: 23 pages
  • Instant PDF download
  • Readable on all devices
  • Own it forever
  • Exclusive offer for individuals only
  • Tax calculation will be finalised during checkout
eBook
USD   169.00
Price excludes VAT (USA)
  • ISBN: 978-3-319-73253-4
  • Instant PDF download
  • Readable on all devices
  • Own it forever
  • Exclusive offer for individuals only
  • Tax calculation will be finalised during checkout
Softcover Book
USD   219.99
Price excludes VAT (USA)
Hardcover Book
USD   219.99
Price excludes VAT (USA)
Fig. 2.1

References

  • Apple, M. (1986). Teachers and texts: A political economy of class and gender relations in education. London: Routledge & Kegan Paul.

    Google Scholar 

  • Becker, H., Ravitz, J., & Wong, Y. (1999). Teacher and teacher-directed student use of computers, teaching, learning, and computing: 1998 National survey report #3. California: Centre for Research on Information Technology and Organizations, University of California Irvine. Retrieved January 31, 2011 from http://www.crito.uci.edu/TLC/FINDINGS/…/REPORT_3_PDF_REV.PDF.

  • Ben-Peretz, M. (1984). Curriculum theory and practice in teacher education programs. In L. Katz & J. Raths (Eds.), Advances in teacher education (pp. 9–27). Norwood, NJ: Ablex.

    Google Scholar 

  • Borko, H., & Livingston, C. (1989). Cognition and improvisation: Differences in mathematics instruction by expert and novice teachers. American Educational Research Journal, 26(4), 473–498.

    CrossRef  Google Scholar 

  • Brown, M. W. (2009). The teacher-tool relationship: Theorizing the design and use of curriculum materials. In J. T. Remillard, B. A. Herbel-Eisenmann, & G. M. Lloyd (Eds.), Mathematics teachers at work: Connecting curriculum materials and classroom instruction (pp. 17–36). New York: Routledge.

    Google Scholar 

  • Chambliss, M. J., & Calfee, R. C. (1998). Textbooks for learning: Nurturing children’ minds. Malden: Blackwell.

    Google Scholar 

  • Chazan, D., & Yerushalmy, M. (1998). Charting a course for secondary geometry. In R. Lehrer & D. Chazan (Eds.), New directions in the teaching and learning of geometry (pp. 67–90). Hillsdale, NJ: Lawrence Erlbaum.

    Google Scholar 

  • Cronbach, L. J. (1955). The text in use. Text materials in modern education: A comprehensive theory and platform for research (pp. 188–216). Urbana, IL: University of Illinois Press.

    Google Scholar 

  • Daniela, F., Flavia, M. M., & Mario, P. (2014). Teaching/learning geometric transformations in high-school with DGS. International Journal for Technology in Mathematics Education, 21(1), 11–17.

    Google Scholar 

  • Davis, E. A., & Krajcik, J. S. (2005). Designing educative curriculum materials to promote teacher learning. Educational Researcher, 34(3), 3–14.

    CrossRef  Google Scholar 

  • Ding, C., & Sun, X. (2011). Conducting evaluation throughout the process of textbook development: Inquiry into the mechanism of textbook development in China Mainland. Curriculum, Teaching Material and Method, 4, 40–45 (in Chinese).

    Google Scholar 

  • Ellerton, N. F., & Clements, M. A. (2005). Mathematics education ghost story: Herbartianism and school mathematics. In P. Clarkson, A. Downton, D. Gronn, M. Horne, A. McDonough, R. Pierce, & A. Roche (Eds.), Building connections: Theory, research and practice—Proceedings of the Annual Conference of the Mathematics Education Group of Australasia, Melbourne (pp. 313–321).

    Google Scholar 

  • Fan, L. (2013). Textbook research as scientific research: Towards a common ground on issues and methods of research on mathematics textbooks. ZDM Mathematics Education, 45(5), 765–777.

    CrossRef  Google Scholar 

  • Fan, L., Xiong, B., & Li, Q. (2016). Textbook research in modern mathematics education: Concepts, issues and methods. Journal of Mathematics Education, 25(5), 1–4.

    Google Scholar 

  • Fan, L., Zhu, Y., & Miao, Z. (2013). Textbook research in mathematics education: Development status and directions. ZDM Mathematics Education, 45(5), 633–646.

    CrossRef  Google Scholar 

  • Fan, L., & Zhuo, Y. (2007). Presentation of problem-solving procedures: A comparative look at China, Singapore, and US mathematics textbooks. Educational Studies in Mathematics, 66(1), 61–75.

    CrossRef  Google Scholar 

  • Gueudet, G., & Trouche, L. (2009). Towards new documentation systems for mathematics teachers? Educational Studies in Mathematics, 71(3), 199–218.

    CrossRef  Google Scholar 

  • Guo, W. (2016). High school mathematical understanding and practice of “using textbook teaching” (Unpublished master’s thesis). Fujian Normal University, Fuzhou, Fujian (in Chinese).

    Google Scholar 

  • Guo, X. (2001). From “Bible” to “Material”—Argument on the transformation of teachers’ view of textbook. Higher Teacher Education Research, 13(6), 17–21 (in Chinese).

    Google Scholar 

  • He, J. (2011). The related teaching research about geometric transformation in junior high school (Unpublished doctoral dissertation). Suzhou University, Suzhou, Zhejiang (in Chinese).

    Google Scholar 

  • Herbart, J. F. (1904). Outlines of educational doctrine. New York: Macmillan.

    Google Scholar 

  • Hiebert, J., Gallimore, R., Garnier, H., Givvin, K. B., Hollingsworth, H., Jacobs, J., et al. (2003). Teaching mathematics in seven countries: Results from the TIMSS 1999 video study. NCES 2003–013. Washington, DC: U.S. Department of Education, National Center for Education Statistics.

    Google Scholar 

  • Hollebrands, K, F. (2004). High school students’ intuitive understandings of geometric transformations. Mathematics Teacher, 97(3), 207–214.

    Google Scholar 

  • Huang, Q. (2011). Whither mathematics curriculum reform: A Survey of mathematics teaching and curriculum reform of basic education. Journal of Mathematics Education, 20(3), 12–16.

    Google Scholar 

  • Klein, F. M., Tye, A. K., & Wright, F. J. (1979). A study of schooling: Curriculum. Phi Delta Kappan, 61(4), 244–248.

    Google Scholar 

  • Li, X. (2008). “Teaching textbooks” or “using textbook”: A perspective of improving teaching materials function. Exploring Education Development, 10, 82–85 (in Chinese).

    Google Scholar 

  • Lloyd, G. M. (1999). Two teachers’ conceptions of a reform-oriented curriculum: Implications for mathematics teacher development. Journal of Mathematics Teacher Education, 2(3), 227–252.

    CrossRef  Google Scholar 

  • Lu, S. (2006). Research on textbook presentation of geometric transformation (Unpublished doctoral dissertation). Northeast University, Shenyang, Liaoning (in Chinese).

    Google Scholar 

  • Ni, Y. (2012). On comparison study in translation and rotation of middle school (Unpublished doctoral dissertation). Northeast Normal University, Shenyang, Liaoning (in Chinese).

    Google Scholar 

  • Nicol, C. C., & Crespo, S. M. (2006). Learning to teach with mathematics textbooks: How preservice teachers interpret and use curriculum materials. Educational Studies in Mathematics, 62(3), 331–355.

    CrossRef  Google Scholar 

  • Olive, J. (2002). Implications of using dynamic geometry technology for teaching and learning. In M. Saraiv, J. Matos, & I. Coelho (Eds.), Ensino e Aprendizagem de Geometria. Lisbon, Portugal: SPCE. Retrieved January 31, 2011 from http://www.spce.org.pt/sem/JO.pdf17.

  • Plianram, S., & Inprasitha, M. (2012). Exploring elementary Thai teachers’ use of mathematics textbook. Creative Education, 3(6), 692–695.

    CrossRef  Google Scholar 

  • Remillard, J. T. (2005). Examining key concepts in research on teachers’ use of mathematics curricula. Review of Educational Research, 75(2), 211–246.

    CrossRef  Google Scholar 

  • Rezat, S. (2012). Interactions of teachers’ and students’ use of mathematics textbooks. In G. Gueudet, B. Pepin, & L. Trouche (Eds.), From text to “lived” resources. Mathematics curriculum materials and teacher development (pp. 231–245). New York: Springer.

    Google Scholar 

  • Ruthven, K. (2012). Constituting digital tools and materials as classroom resources. In G. Gueudet, B. Pepin, & L. Trouche (Eds.), From text to “lived” resources. Mathematics curriculum materials and teacher development (pp. 83–103). New York: Springer.

    Google Scholar 

  • Sun, X. (2008). Mathematics teaching material construction for elementary and middle schools in recent years. Journal of Mathematics Education, 17(4), 6–10.

    Google Scholar 

  • Tao, L. (2013). A study of elementary geometric transformation of junior middle school students: Take parabola for instance (Unpublished master’s thesis). East China Normal University, Shanghai, Shanghai (in Chinese).

    Google Scholar 

  • Trigueros, M., Lozano, M. D., & Sandoval, I. (2014). Integrating technology in the primary school mathematics classroom: The Role of the Teacher. In A. C. Wilson, O. Robutti, & N. Sinclair (Eds.), The mathematics teacher in the digital era (Vol. 2, pp. 111–138). New York: Springer.

    CrossRef  Google Scholar 

  • Valverde, G. A., Bianchi, L. J., Wolfe, R. G., Schmidt, W. H., & Houang, R. T. (2002). According to the book: Using TIMSS to investigate the translation of policy into practice through the world of textbooks. Dordrecht, Netherlands: Kluwer.

    CrossRef  Google Scholar 

  • Westerman, D. A. (1991). Expert and novice teacher decision making. Journal of Teacher Education, 42(4), 292–305.

    CrossRef  Google Scholar 

  • Yang, W. (2005). On the survey of junior high school mathematics textbooks (Unpublished doctoral dissertation). Northwest Normal University, Lanzhou, Gansu (in Chinese).

    Google Scholar 

  • Zhang, J. (2006). Study on teaching design for mathematics class. Mathematics Bulletin, 45(7), 20–26 (in Chinese).

    Google Scholar 

  • Zhang, W. (2007). “Translation and transformation” in junior middle school (Unpublished doctoral dissertation). Northwest Normal University, Lanzhou, Gansu (in Chinese).

    Google Scholar 

  • Zhong, Q. Q. (2010). Teachers’ researches on textbook—Arguing the value and the exploitation in rural textbook. Research on Educational Development, 12, 25–29 (in Chinese).

    Google Scholar 

Download references

Acknowledgements

The study was supported in part by a research grant from Beijing Advanced Innovation Centre for Future Education (Project No. BJAICFE2016SR-008). We would like to thank Prof. Sebastian Rezat for his great support both in framework and language.

Author information

Authors and Affiliations

Authors

Corresponding author

Correspondence to Chunxia Qi .

Editor information

Editors and Affiliations

Rights and permissions

Reprints and Permissions

Copyright information

© 2018 Springer International Publishing AG

About this chapter

Verify currency and authenticity via CrossMark

Cite this chapter

Qi, C., Zhang, X., Huang, D. (2018). Textbook Use by Teachers in Junior High School in Relation to Their Role. In: Fan, L., Trouche, L., Qi, C., Rezat, S., Visnovska, J. (eds) Research on Mathematics Textbooks and Teachers’ Resources. ICME-13 Monographs. Springer, Cham. https://doi.org/10.1007/978-3-319-73253-4_2

Download citation

  • DOI: https://doi.org/10.1007/978-3-319-73253-4_2

  • Published:

  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-319-73252-7

  • Online ISBN: 978-3-319-73253-4

  • eBook Packages: EducationEducation (R0)