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Leibniz Institute for Science and Mathematics Education, Kiel

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  • 1
    Type of Medium: Book
    Pages: XXIII, 377 S.
    ISBN: 9783319732527 , 9783319732534 , 9783319892450
    Series Statement: ICME-13 Monographs
    Language: German
    Note: This book focuses on issues related to mathematics teaching and learning resources, including mathematics textbooks, teacher guides, student learning and assessment materials, and online resources. The book highlights various theoretical and methodological approaches used to study teaching and learning resources, and addresses the areas of resources, teachers, and students at an international level. As for the resources, the book examines the role textbooks and other curricular or learning resources play in mathematics teaching, learning, and assessment. It asks questions such as: Could we consider different types of textbooks and roles they play in teaching and learning? How does the digitalization of information and communication affect these roles? What are defining features of e-textbooks, and how could we characterize the differences between the traditional textbooks and e-textbooks? As for the teachers, the book discusses the relationships between teachers’ individual and collective resources, and the way in which we could model such relationships. Specific questions addressed are: What is the role of teachers in developing textbooks and other teaching and learning materials? What are the relationships between resource designers and users? What are the consequences of these changing roles and relationships for the teaching of mathematics, and for teacher knowledge and professional development? As for the students, the book explores how students, as well as their teachers, interact through resources. It raises and addresses questions such as: What are the effects of modern ICT (particularly internet) on students’ use and the design of resources? How do changing patterns of use and design affect student behaviour, learning, and relationships to the subject of mathematics?
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  • 2
    Keywords: Grundschule ; Schulbuch ; Mathematikunterricht ; Online-Publikation ; Singapur
    In: Jones, Keith (Hrsg.), Proceedings of the International Conference on Mathematics Textbook Research and Development (ICMT-2014)., Southampton: University of Southampton (2014), S. 275-282, 978-0-85432-984-7
    In: 978-0-85432-985-4
    Description / Table of Contents: The model method has been widely recognised as a signature pedagogy of Singapore primary mathematics, and because of Singapore's outstanding performance in mathematics in both TIMSS and PISA, there has been an increasing interest in this method in mathematics education worldwide. Focusing on the design and development of the model method, in this paper we shall explain and discuss how the model method is presented in the textbooks, discuss the why and how of the model method, and make connections between the model method and the algebraic method. We argue that it is necessary to integrate the model method with the algebraic method to help students develop their confidence and competence in using the algebraic method which is a fundamental skill in higher mathematics. This approach has been incorporated in the current Singapore secondary mathematics textbooks. The paper ends with a discussion on the implications of the model method on mathematics curriculum and textbooks.
    Type of Medium: Online Resource
    Pages: grafische Darstellungen
    ISBN: 978-0-85432-984-7 , 978-0-85432-985-4
    Language: English
    Note: Literaturangaben S. 281-282
    FIS Link: 1102467
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  • 3
    Keywords: Vergleich ; Lehrwerkanalyse ; Schulbuch ; Schulbuchforschung ; Mathematikunterricht ; Nutzung
    In: ZDM : the international journal on mathematics education, Bd. 45 (2013) H. 5, S. 633-646, 1863-9690
    In: 1863-9704
    Description / Table of Contents: This paper presents a survey study aiming to systematically examine, analyse and review relevant research focusing on mathematics textbooks and hence identify future directions in this field of research. The literature surveyed is selected from different data sources, including mainly journal articles, research theses and conference proceedings. The survey revealed that important progress has been made over the last few decades in mathematics textbook research, though the major achievement has been concentrated in the areas of textbook analysis (including textbook comparison), and the use of textbooks in teaching and learning. It is overall no longer true that the textbook research in mathematics is "scattered, inconclusive, and often trivial" as described six decades ago; however, the development of research on mathematics textbooks has been unbalanced in different areas. Following the review and discussion, the paper proposes five needed directions for advancing the research in this field.
    Type of Medium: Article
    ISSN: 1863-9690 , 1863-9704
    Language: English
    FIS Link: 1028396
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  • 4
    Keywords: Forschung ; Forschungsmethode ; Schulbuch ; Schulbuchforschung ; Mathematikunterricht ; Paradigmenwechsel
    In: ZDM : the international journal on mathematics education, Bd. 45 (2013) H. 5, S. 765-777, 1863-9690
    In: 1863-9704
    Description / Table of Contents: School textbooks have received increasing attention in the international research community of mathematics education over the last decades. Nevertheless, mathematics textbook research as a field of research is still at an early stage of development, and its philosophical foundations, theoretical frameworks and research methods for disciplined inquiry are still lacking or fundamentally underdeveloped. To this end, by drawing on the literature and the author's own work, this paper provides a critical analysis of contemporary issues and methods for mathematics textbook research. Based on the analysis, the paper puts forward a conceptual framework which conceptualizes textbooks as an intermediate variable in the context of education and hence defines mathematics textbook research as disciplined inquiry into issues about mathematics textbooks and the relationships between mathematics textbooks and other factors in mathematics education. The paper argues that researchers need to expand research issues from descriptive issues such as how a special topic is treated in textbooks to correlational issues and, especially, causal issues including how they are affected by other factors and how they affect other factors concerning education. For this purpose, researchers must also go beyond textbook analysis, textbook comparison and textbook use to a new and shifted paradigm of research that employs more empirical and experimental methods and view more rigorously textbook research as scientific research.
    Type of Medium: Article
    ISSN: 1863-9690 , 1863-9704
    Language: English
    FIS Link: 1028397
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  • 5
    Keywords: Methode ; Kognition ; Verstehen ; Lernen ; Algorithmus ; Mathematik ; Mathematikunterricht ; Modell ; Verständnis
    In: ZDM : the international journal on mathematics education, Bd. 46 (2014) H. 3, S. 481-492, 1863-9690
    In: 1863-9704
    Description / Table of Contents: Starting from the context of mathematics learning in the East and West, this paper discusses the position and role of algorithms within school mathematics and argues that learning of algorithms has suffered from an alleged dichotomy between procedures and understanding, in that algorithms have been associated with low-level cognition. The paper first introduces a broad perspective about algorithms in school mathematics, and then, partially drawing on Bloom's taxonomy and Säljö's categorization of learning, proposes a model for the learning of algorithms with focus on students' cognitive development. The model consists of three cognitive levels: (1) knowledge and skills, (2) understanding and comprehension, and (3) evaluation and construction. The model suggests that the learning of algorithms does not simply imply a low level of cognition, and provides a new perspective and framework to analyse the learning of algorithms. Following the model, we present examples to demonstrate the three levels and discuss related teaching strategies. We propose that the model can be used as an analysis tool to reconceptualize the role of algorithms in school mathematics and pose some questions for further research and scholarly discourse in this direction.
    Type of Medium: Article
    ISSN: 1863-9690 , 1863-9704
    Language: English
    FIS Link: 1051001
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  • 6
    Keywords: Problemlösen ; Sekundarstufe I ; Schulbuch ; Unterricht ; Mathematikunterricht ; Online-Publikation ; Saudi-Arabien
    In: Jones, Keith (Hrsg.), Proceedings of the International Conference on Mathematics Textbook Research and Development (ICMT-2014)., Southampton: University of Southampton (2014), S. 121-126, 978-0-85432-984-7
    In: 978-0-85432-985-4
    Description / Table of Contents: In Saudi Arabia, like many other countries, teaching solving problems is a main goal of teaching mathematics and a central concern of mathematics educators and mathematics curriculum developers. As textbooks are fundamental resources in Saudi classrooms, this study investigates how the national middle school mathematics textbooks in Saudi Arabia represent problem solving heuristics. We established a framework for coding heuristics into different categories such as "guess and check", "look for pattern", "draw a diagram", etc. The data were collected from three textbooks used in Grades 7, 8 and 9 through analyzing all examples problems in the textbooks. The findings show that all the textbooks represent a good number of problems and in total there are fourteen heuristics presented in the textbooks, though most of which are found in Grades 7 and 8. It is hoped that the findings of the study will shed light on the potential challenges and opportunities for textbooks developers to further improve textbook quality in terms of mathematical problem solving.
    Type of Medium: Online Resource
    Pages: grafische Darstellungen
    ISBN: 978-0-85432-984-7 , 978-0-85432-985-4
    Language: English
    Note: Literaturangaben S. 126
    FIS Link: 1102489
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  • 7
    Keywords: Sekundarstufe I ; Schulbuch ; Mathematikunterricht ; Realitätsbezug ; Online-Publikation ; Indonesien
    In: Jones, Keith (Hrsg.), Proceedings of the International Conference on Mathematics Textbook Research and Development (ICMT-2014)., Southampton: University of Southampton (2014), S. 319-326, 978-0-85432-984-7
    In: 978-0-85432-985-4
    Description / Table of Contents: Indonesia has implemented its new national curriculum since 2013, and accordingly the Ministry of Education and Culture has published the new textbooks for all subjects, including mathematics. This study aims to examine how the new mathematics textbooks reflect one of the features of the new curriculum, that is, authentic learning. The study focuses on to what extent authentic tasks are presented in the textbooks. For this purpose, we established a framework for analysing the mathematics tasks presented in the textbooks. The year 7 mathematics textbook was selected and the analysis was carried out through two layers. First, all the mathematics tasks were classified into two categories: authentic tasks and non-authentic tasks. Second, the authentic tasks were further categorized into two different levels of authenticity, which are real authentic and semi-authentic. Furthermore, the analysis also compares the authenticity of mathematics tasks between topics of mathematics. The results show that only about 22 percent of the tasks were authentic tasks which comprise 19 percent semi-authentic tasks and 3 percent authentic tasks. The findings of the study suggest that there is room for improvement of the textbook.
    Type of Medium: Online Resource
    Pages: grafische Darstellungen
    ISBN: 978-0-85432-984-7 , 978-0-85432-985-4
    Language: English
    Note: Literaturangaben S. 325-326
    FIS Link: 1102461
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  • 8
    Keywords: Bildungsgeschichte ; Problemlösen ; Schulgeschichte ; Curriculumentwicklung ; Mathematikunterricht
    In: ZDM : the international journal on mathematics education, Bd. 39 (2007) H. 5-6, S. 491-501, 1863-9690
    In: 1863-9704
    Description / Table of Contents: Following the movement of problem solving in the US and other parts of the world in the 1980s, problem solving became the central focus of Singapore's national school mathematics curriculum in 1990 and thereafter the key theme in research and practice. Different from some other countries, this situation has largely not changed in Singapore mathematics education since then. However, within the domain of problem solving, mathematics educators in Singapore focused more on the fundamental knowledge, basic skills, and heuristics for problem solving till the mid 1990s. In particular, problem solving heuristics, especially the so-called "model method", a term most widely used for problem solving, received much attention in syllabus, research, and classroom instruction. Since the late 1990s, following the national vision of "Thinking Schools, Learning Nation" and nurturing modern citizens with independent, critical, and creative thinking, Singapore mathematics educators' attention has greatly expanded to the development of students' higher-order thinking, self-reflection and self-regulation, alternative ways of assessment and instruction, among other aspects concerning problem solving. Researchers have also looked into the advantages and disadvantages of Singapore's textbooks in representing problem solving, and the findings of these investigations have influenced the development of the latest school mathematics textbooks.
    Type of Medium: Article
    ISSN: 1863-9690 , 1863-9704
    Language: English
    FIS Link: 881338
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