An Investigation of Mathematics Textbooks and their Use in English, French and German Classrooms: who gets an opportunity to learn what?
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| Title: | An Investigation of Mathematics Textbooks and their Use in English, French and German Classrooms: who gets an opportunity to learn what? |
|---|---|
| Authors: | Haggarty, Linda, Pepin, Birgit |
| Source: | British Educational Research Journal. Aug2002, Vol. 28 Issue 4, p567-590. 24p. 3 Black and White Photographs, 1 Diagram. |
| Subjects: | Textbooks, Mathematics education (Secondary) |
| Geographic Terms: | Europe |
| Abstract: | The article examines mathematics textbooks and their use in lower secondary classrooms in England, France and Germany. In particular, it looks at popular selling textbooks in each country and their treatment of 'angle', and examines teachers' mediation of those books based on observation and interview of a small sample of teachers in those countries. An analysis of the data suggests that learners in the different countries are offered different mathematics and given different opportunities to learn that mathematics, both of which are influenced by textbook and teacher. In addition, it identifies pupil access to textbooks in England as a cause for concern. 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. [ABSTRACT FROM AUTHOR] |
| Copyright of British Educational Research Journal is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Psychology and Behavioral Sciences Collection |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: pbh DbLabel: Psychology and Behavioral Sciences Collection An: 7225183 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: An Investigation of Mathematics Textbooks and their Use in English, French and German Classrooms: who gets an opportunity to learn what? – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Haggarty%2C+Linda%22">Haggarty, Linda</searchLink><br /><searchLink fieldCode="AR" term="%22Pepin%2C+Birgit%22">Pepin, Birgit</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22British+Educational+Research+Journal%22">British Educational Research Journal</searchLink>. Aug2002, Vol. 28 Issue 4, p567-590. 24p. 3 Black and White Photographs, 1 Diagram. – Name: Subject Label: Subjects Group: Su Data: <searchLink fieldCode="DE" term="%22Textbooks%22">Textbooks</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+education+%28Secondary%29%22">Mathematics education (Secondary)</searchLink> – Name: SubjectGeographic Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Europe%22">Europe</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: The article examines mathematics textbooks and their use in lower secondary classrooms in England, France and Germany. In particular, it looks at popular selling textbooks in each country and their treatment of 'angle', and examines teachers' mediation of those books based on observation and interview of a small sample of teachers in those countries. An analysis of the data suggests that learners in the different countries are offered different mathematics and given different opportunities to learn that mathematics, both of which are influenced by textbook and teacher. In addition, it identifies pupil access to textbooks in England as a cause for concern. 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. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of British Educational Research Journal is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=7225183 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/0141192022000005832 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 24 StartPage: 567 Subjects: – SubjectFull: Textbooks Type: general – SubjectFull: Mathematics education (Secondary) Type: general – SubjectFull: Europe Type: general Titles: – TitleFull: An Investigation of Mathematics Textbooks and their Use in English, French and German Classrooms: who gets an opportunity to learn what? Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Haggarty, Linda – PersonEntity: Name: NameFull: Pepin, Birgit IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 08 Text: Aug2002 Type: published Y: 2002 Identifiers: – Type: issn-print Value: 01411926 Numbering: – Type: volume Value: 28 – Type: issue Value: 4 Titles: – TitleFull: British Educational Research Journal Type: main |
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