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Mathematics Textbooks and Their Use in English, French and German Classrooms: A Way To Understand Teaching and Learning Cultures.

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Title: Mathematics Textbooks and Their Use in English, French and German Classrooms: A Way To Understand Teaching and Learning Cultures.
Language: English
Authors: Pepin, Birgit, Haggarty, Linda
Peer Reviewed: N
Page Count: 39
Publication Date: 2000
Sponsoring Agency: Economic and Social Research Council, Lancaster (England).
Document Type: Reports - Research
Speeches/Meeting Papers
Descriptors: Classroom Environment, Cross Cultural Studies, Cultural Influences, Elementary Secondary Education, Foreign Countries, Mathematics Curriculum, Mathematics Instruction, Textbooks
Geographic Terms: France, Germany, United Kingdom (England)
Abstract: After a thorough review of the relevant literature in terms of textbook analysis and mathematics teachers' use of textbooks in school contexts, this paper reports on selected and early findings from a study of mathematics textbooks and their use in English, French, and German mathematics classrooms at the lower secondary level. The research reviewed in the literature section raises important questions about textbooks as representations of the curriculum and about their role as a link between curriculum and pedagogy. Teachers, in turn, appear to exercise control over the curriculum as it is enacted by using texts in the service of their own perceptions of teaching and learning. The second and main part of the paper analyzes the ways in which textbooks vary and are used by teachers in classroom contexts and how this influences the culture of the mathematics classroom. The findings of the research demonstrate that classroom cultures are shaped by at least two factors: teachers' pedagogic principles in their immediate school and classroom context; and a system's educational and cultural traditions as they develop over time. It is argued that mathematics classroom cultures need to be understood in terms of a wider cultural and systemic context in order for shared understandings, principles, and meanings to be established, whether for promotion of classroom reform or simply for developing a better understanding of this vital component of the mathematics education process. (Contains 56 references.) (Author/YDS)
Entry Date: 2001
Accession Number: ED444848
Database: ERIC
FullText Text:
  Availability: 0
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DbLabel: ERIC
An: ED444848
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PubType: Report
PubTypeId: report
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Mathematics Textbooks and Their Use in English, French and German Classrooms: A Way To Understand Teaching and Learning Cultures.
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Pepin%2C+Birgit%22">Pepin, Birgit</searchLink><br /><searchLink fieldCode="AR" term="%22Haggarty%2C+Linda%22">Haggarty, Linda</searchLink>
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: N
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 39
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2000
– Name: SourceSuprt
  Label: Sponsoring Agency
  Group: SrcSuprt
  Data: Economic and Social Research Council, Lancaster (England).
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Reports - Research<br />Speeches/Meeting Papers
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Classroom+Environment%22">Classroom Environment</searchLink><br /><searchLink fieldCode="DE" term="%22Cross+Cultural+Studies%22">Cross Cultural Studies</searchLink><br /><searchLink fieldCode="DE" term="%22Cultural+Influences%22">Cultural Influences</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Curriculum%22">Mathematics Curriculum</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Instruction%22">Mathematics Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Textbooks%22">Textbooks</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22France%22">France</searchLink><br /><searchLink fieldCode="DE" term="%22Germany%22">Germany</searchLink><br /><searchLink fieldCode="DE" term="%22United+Kingdom+%28England%29%22">United Kingdom (England)</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: After a thorough review of the relevant literature in terms of textbook analysis and mathematics teachers' use of textbooks in school contexts, this paper reports on selected and early findings from a study of mathematics textbooks and their use in English, French, and German mathematics classrooms at the lower secondary level. The research reviewed in the literature section raises important questions about textbooks as representations of the curriculum and about their role as a link between curriculum and pedagogy. Teachers, in turn, appear to exercise control over the curriculum as it is enacted by using texts in the service of their own perceptions of teaching and learning. The second and main part of the paper analyzes the ways in which textbooks vary and are used by teachers in classroom contexts and how this influences the culture of the mathematics classroom. The findings of the research demonstrate that classroom cultures are shaped by at least two factors: teachers' pedagogic principles in their immediate school and classroom context; and a system's educational and cultural traditions as they develop over time. It is argued that mathematics classroom cultures need to be understood in terms of a wider cultural and systemic context in order for shared understandings, principles, and meanings to be established, whether for promotion of classroom reform or simply for developing a better understanding of this vital component of the mathematics education process. (Contains 56 references.) (Author/YDS)
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2001
– Name: AN
  Label: Accession Number
  Group: ID
  Data: ED444848
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED444848
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 39
    Subjects:
      – SubjectFull: Classroom Environment
        Type: general
      – SubjectFull: Cross Cultural Studies
        Type: general
      – SubjectFull: Cultural Influences
        Type: general
      – SubjectFull: Elementary Secondary Education
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Mathematics Curriculum
        Type: general
      – SubjectFull: Mathematics Instruction
        Type: general
      – SubjectFull: Textbooks
        Type: general
      – SubjectFull: France
        Type: general
      – SubjectFull: Germany
        Type: general
      – SubjectFull: United Kingdom (England)
        Type: general
    Titles:
      – TitleFull: Mathematics Textbooks and Their Use in English, French and German Classrooms: A Way To Understand Teaching and Learning Cultures.
        Type: main
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          Name:
            NameFull: Pepin, Birgit
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            NameFull: Haggarty, Linda
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            – D: 01
              M: 04
              Type: published
              Y: 2000
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