A Snapshot of the Role of the Textbook in English Secondary Mathematics Classrooms

Autor/inn/en	O'Keeffe, Lisa; White, Bruce
Titel	A Snapshot of the Role of the Textbook in English Secondary Mathematics Classrooms
Quelle	In: International Journal for Mathematics Teaching and Learning, 18 (2017) 3, S.318-332 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1473-0111
Schlagwörter	Secondary School Mathematics; Textbooks; Foreign Countries; Mathematics Instruction; Secondary School Teachers; Correlation; Teaching Experience; Achievement Tests; International Assessment; Mathematics Achievement; Textbook Selection; Questionnaires; United Kingdom (England); Trends in International Mathematics and Science Study + Suchen Sie Ihr Suchwort? Textbook; Text book; Schulbuch; Lehrbuch; Ausland; Mathematics lessons; Mathematikunterricht; Korrelation; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Fragebogen
Abstract	The role and function of the mathematics textbook has been widely discussed since its inclusion in the Trends in International Mathematics and Science study (TIMSS) in the late nineties. It is a common feature in many classrooms worldwide and has been identified as an important vehicle for the promotion of curricula. However, there has also been much debate about the role of the mathematics textbook in the classroom and as a result there is anecdotal evidence to suggest a decline in the use of mathematics textbooks in England. This paper reports on an examination of the current role of mathematics textbooks in secondary and middle schools in the North-West of England based on teachers' self-reported use of them. The data indicates that for all teachers, in this sample, who used a mathematics textbook, there is a positive correlation between the number of years teaching experience a teacher has and the amount of their classroom time that is "textbook driven" and a negative correlation between the number of years' experience a teacher has and the likelihood that they will use a mathematics textbook as their key resource for planning. These teachers also reported that they have access to a range of resources to supplement their use of mathematics textbooks and that they used textbooks in a variety of ways. (As Provided).
Anmerkungen	Centre for Innovation in Mathematics Teaching. 5th Floor Rolle Building, Faculty of Education University of Plymouth, Drake Circus, Plymouth, PL4 8AA, UK. Tel: +44-1752-585346; Fax: +44-1752-585344; e-mail: feedback@cimt.org.uk; Web site: http://www.cimt.org.uk/ijmtl/index.php/IJMTL/about
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01