Skip to main content
SpringerLink
Log in

Teachers as Participants in Textbook Development: The Integrated Mathematics Wiki-book Project

  • Chapter
Mathematics Curriculum in School Education

Part of the book series: Advances in Mathematics Education ((AME))

Abstract

This chapter examines how the conventional relationships between teachers and textbooks may be expanded so that teachers become more genuine participants in the process of textbook development. The Integrated Mathematics Wiki-book Project is used as a vehicle for investigating this matter. First, the work environment provided for teachers is described. Then, the chapter focuses on the ways in which teachers participated in the joint editing of a textbook they were using in class, during the first year of the project. The analysis focuses on three aspects that characterize the unique work environment provided for the teachers: (1) designing a textbook for a broad student population, (2) preparing a new textbook by making changes to a textbook designed by expert curriculum developers, and (3) consulting with professionals that are not part of the teachers’ usual milieu.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 84.99
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Hardcover Book
USD 109.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

Notes

  1. 1.

    The project is part of the Rothschild-Weizmann Program for Excellence in Science Teaching, supported by the Caesarea Edmond Benjamin de Rothschild Foundation. Other team members include Michal Ayalon, Gila Ozruso-Haggiag, and Edriss Titi.

References

  • Bouhadana, R., Friedlander, A., Koren, M., Ozruso-Haggiag, G., Robinson, N., & Taizi, N. (2009a). Integrated mathematics (Matematica Meshulevet): 7 th grade—part A. Rehovot: Weizmann Institute (in Hebrew).

    Google Scholar 

  • Bouhadana, R., Friedlander, A., Koren, M., Ozruso-Haggiag, G., Robinson, N., & Taizi, N. (2009b). Integrated mathematics (Matematica Meshulevet): 7 th grade—part B. Rehovot: Weizmann Institute (in Hebrew).

    Google Scholar 

  • Clements, D. H. (2002). Linking research and curriculum development. In L. English (Ed.), Handbook of international research in mathematics education (pp. 599–630). Mahwah: Laurence Erlbaum.

    Google Scholar 

  • Cobb, P. (1999). Individual and collective mathematical development: the case of statistical data analysis. Mathematical Thinking and Learning, 1(1), 5–43.

    Article  Google Scholar 

  • Eisenmann, T., & Even, R. (2009). Similarities and differences in the types of algebraic activities in two classes taught by the same teacher. In J. T. Remillard, B. A. Herbel-Eisenmann, & G. M. Lloyd (Eds.), Mathematics teachers at work: connecting curriculum materials and classroom instruction (pp. 152–170). New York: Routledge.

    Google Scholar 

  • Eisenmann, T., & Even, R. (2011). Enacted types of algebraic activity in different classes taught by the same teacher. International Journal of Science and Mathematics Education, 9, 867–891.

    Article  Google Scholar 

  • Even, R., & Kvatinsky, T. (2010). What mathematics do teachers with contrasting teaching approaches address in probability lessons? Educational Studies in Mathematics, 74, 207–222.

    Article  Google Scholar 

  • Gravenmeijer, K. (1998). Developmental research as a research method. In A. Sierpinska & J. Kilpatrick (Eds.), Mathematics education as a research domain: a search for identity (Part 1, pp. 277–296). Dordrecht: Kluwer Academic.

    Google Scholar 

  • Grouws, D., Smith, M., & Sztajn, P. (2004). The preparation and teaching practices of United States mathematics teachers: grades 4 and 8. In P. Kloosterman & F. Lester Jr. (Eds.), Results and interpretations of the 1990 through 2000 mathematics assessments of the National Assessment of Educational Progress (pp. 221–267). Reston: National Council of Teachers of Mathematics.

    Google Scholar 

  • Haggarty, L., & Pepin, B. (2002). An investigation of mathematics textbooks and their use in English, French and German classrooms: who gets an opportunity to learn what? British Educational Research Journal, 28(4), 567–590.

    Article  Google Scholar 

  • Hershkowitz, R., Dreyfus, T., Ben-Zvi, D., Friedlander, A., Hadas, N., Resnick, T., Tabach, M., & Schwartz, B. (2002). Mathematics curriculum development for computerized environments: a designer-researcher-teacher-learner activity. In L. English (Ed.), Handbook of international research in mathematics education (pp. 657–694). Mahwah: Laurence Erlbaum.

    Google Scholar 

  • Manouchehri, A., & Goodman, T. (1998). Mathematics curriculum reform and teachers: understanding the connections. The Journal of Educational Research, 92, 27–41.

    Article  Google Scholar 

  • Ministry of Education (2009). Math curriculum for grades 7-9. Retrieved from http://meyda.education.gov.il/files/Tochniyot_Limudim/Math/Hatab/Mavo.doc (in Hebrew).

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

    Article  Google Scholar 

  • Remillard, J. T., Herbel-Eisenmann, B. A., & Lloyd, G. M. (Eds.) (2009). Mathematics teachers at work: connecting curriculum materials and classroom instruction (pp. 152–170). New York: Routledge.

    Google Scholar 

  • Schwarz, B. B., & Hershkowitz, R. (1999). Prototypes: brakes or levers in learning the function concept? The role of computer tools. Journal for Research in Mathematics Education, 30, 362–389.

    Article  Google Scholar 

  • Simon, M. (1995). Reconstructing mathematics pedagogy from a constructivist perspective. Journal for Research in Mathematics Education, 26(2), 114–145.

    Article  Google Scholar 

  • Stein, M. K., Grover, B. W., & Henningsen, M. (1996). Building student capacity for mathematical thinking and reasoning: an analysis of mathematical tasks used in reform classrooms. American Educational Research Journal, 33, 455–488.

    Article  Google Scholar 

  • Stein, M. K., Remillard, J., & Smith, M. S. (2007). How curriculum influences student learning. In F. K. Lester (Ed.), Second handbook of research on mathematics teaching and learning (pp. 319–369). Charlotte: Information Age.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Weizmann Institute of Science, Rehovot, Israel

    Ruhama Even & Shai Olsher

Authors
  1. Ruhama Even
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Shai Olsher
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Ruhama Even .

Editor information

Editors and Affiliations

  1. Texas A & M University Dept. Teaching, Learning & Culture, College Station, Texas, USA

    Yeping Li

  2. Michigan State University, East Lansing, Michigan, USA

    Glenda Lappan

Rights and permissions

Reprints and permissions

Copyright information

© 2014 Springer Science+Business Media Dordrecht

About this chapter

Cite this chapter

Even, R., Olsher, S. (2014). Teachers as Participants in Textbook Development: The Integrated Mathematics Wiki-book Project . In: Li, Y., Lappan, G. (eds) Mathematics Curriculum in School Education. Advances in Mathematics Education. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-7560-2_16

Download citation

Publish with us

Policies and ethics

Search

Navigation