View in EDS

'Noticing' Examples Presented in Primary Mathematics Textbooks

Saved in:
Bibliographic Details
Title: 'Noticing' Examples Presented in Primary Mathematics Textbooks
Language: English
Authors: Tope, Clare
Source: Teacher Education Advancement Network Journal. 2021 13(1):43-53.
Availability: University of Cumbria. LED Research Centre, Fusehill Street, Carlisle, Cumbria, England CA1 2HH. Tel: +44-1228-616338; Web site: http://ojs.cumbria.ac.uk/index.php/TEAN
Peer Reviewed: Y
Page Count: 11
Publication Date: 2021
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Descriptors: Observation, Demonstrations (Educational), Elementary School Mathematics, Textbooks, Mathematics Materials, Elementary School Teachers, Beginning Teachers, Mathematics Instruction
ISSN: 2054-5266
Abstract: There is broad agreement that the choice of mathematical examples is central to the teaching of mathematics and that a teacher's choice of examples may either facilitate or impede learners' understanding. From this starting point it can be deduced that programmes of instruction for teachers should include the study of mathematical examples. However, there is much to learn about the kind of professional development that might support beginner teachers in the careful choice of examples. This paper presents a case study of a group of sixteen students on a one-year Primary PGCE (5-11) programme who met each month over the first six months of their course to consider example sets. The research events explored how student responses to examples presented in textbooks changed over time. The outcomes of this study suggest that over time students noticed more about opportunities for generalisation and progression in the mathematical constructs explored in the example sets. Students also noted many of the pedagogical concerns associated with textbook use. The outcomes of this study lead to the recommendation that programmes of instruction include explicit opportunities for beginner teachers to generate, explore and reflect upon examples for real or hypothetical classroom situations.
Abstractor: ERIC
Entry Date: 2022
Accession Number: EJ1323178
Database: ERIC
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1323178
    Name: ERIC Full Text
    Category: fullText
    Text: Full Text from ERIC
Header DbId: eric
DbLabel: ERIC
An: EJ1323178
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: 'Noticing' Examples Presented in Primary Mathematics Textbooks
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Tope%2C+Clare%22">Tope, Clare</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Teacher+Education+Advancement+Network+Journal%22"><i>Teacher Education Advancement Network Journal</i></searchLink>. 2021 13(1):43-53.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: University of Cumbria. LED Research Centre, Fusehill Street, Carlisle, Cumbria, England CA1 2HH. Tel: +44-1228-616338; Web site: http://ojs.cumbria.ac.uk/index.php/TEAN
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 11
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2021
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Observation%22">Observation</searchLink><br /><searchLink fieldCode="DE" term="%22Demonstrations+%28Educational%29%22">Demonstrations (Educational)</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Mathematics%22">Elementary School Mathematics</searchLink><br /><searchLink fieldCode="DE" term="%22Textbooks%22">Textbooks</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Materials%22">Mathematics Materials</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Teachers%22">Elementary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Beginning+Teachers%22">Beginning Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Instruction%22">Mathematics Instruction</searchLink>
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 2054-5266
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: There is broad agreement that the choice of mathematical examples is central to the teaching of mathematics and that a teacher's choice of examples may either facilitate or impede learners' understanding. From this starting point it can be deduced that programmes of instruction for teachers should include the study of mathematical examples. However, there is much to learn about the kind of professional development that might support beginner teachers in the careful choice of examples. This paper presents a case study of a group of sixteen students on a one-year Primary PGCE (5-11) programme who met each month over the first six months of their course to consider example sets. The research events explored how student responses to examples presented in textbooks changed over time. The outcomes of this study suggest that over time students noticed more about opportunities for generalisation and progression in the mathematical constructs explored in the example sets. Students also noted many of the pedagogical concerns associated with textbook use. The outcomes of this study lead to the recommendation that programmes of instruction include explicit opportunities for beginner teachers to generate, explore and reflect upon examples for real or hypothetical classroom situations.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: ERIC
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2022
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1323178
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1323178
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 11
        StartPage: 43
    Subjects:
      – SubjectFull: Observation
        Type: general
      – SubjectFull: Demonstrations (Educational)
        Type: general
      – SubjectFull: Elementary School Mathematics
        Type: general
      – SubjectFull: Textbooks
        Type: general
      – SubjectFull: Mathematics Materials
        Type: general
      – SubjectFull: Elementary School Teachers
        Type: general
      – SubjectFull: Beginning Teachers
        Type: general
      – SubjectFull: Mathematics Instruction
        Type: general
    Titles:
      – TitleFull: 'Noticing' Examples Presented in Primary Mathematics Textbooks
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Tope, Clare
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2021
          Identifiers:
            – Type: issn-electronic
              Value: 2054-5266
          Numbering:
            – Type: volume
              Value: 13
            – Type: issue
              Value: 1
          Titles:
            – TitleFull: Teacher Education Advancement Network Journal
              Type: main
ResultId 1