Please use this identifier to cite or link to this item: http://hdl.handle.net/20.500.11889/2378
Full metadata record
DC FieldValueLanguage
dc.contributor.authorAlshwaikh, Jehaden
dc.contributor.authorMorgan, Candiaen
dc.date.accessioned2016-10-13T05:28:04Z
dc.date.available2016-10-13T05:28:04Z
dc.date.issued2015-6
dc.identifier.urihttp://hdl.handle.net/20.500.11889/2378
dc.descriptionMorgan,Candia:Institute of Education, University of Londonen_US
dc.description.abstractThe language of mathematics textbooks, including symbols and diagrams, constructs particular views of the nature of mathematics and expectations about students’ participation in mathematical activity. In a collaborative project between the Institute of Education and Birzeit University, we developed an analytic framework for examining the nature of mathematics and mathematical activity in textbooks. This framework, based on those developed by Tang, Morgan, & Sfard (2012) for the verbal mode and by Alshwaikh (2011) for the visual, enabled us to take account of the multimodal nature of mathematical texts. We applied the framework to analyse a sample of topics from the textbooks used in Palestinian schools and to a smaller sample of topics from textbooks commonly used in England. The research showed that, for younger students in both countries, mathematics is construed as involving practical activities. For students in Palestine, however, abstract mathematical reasoning is also prioritised from a much earlier age. This raises questions about how textbooks in the two countries may support students to move towards abstract mathematical reasoning. Multimodal social semiotics; discourse analysis; nature of mathematics; learner agency
dc.language.isoenen_US
dc.publisherEuropean Society for Research in Mathematics Education- CERME 7en_US
dc.subject.lcshMathematics - Study and teaching - Palestine
dc.subject.lcshMathematics - Study and teaching - Great Britain
dc.titleThe creation of mathematics in school textbooks : Palestine and England as exampleen_US
dc.typeConference Proceedingsen_US
newfileds.item-access-typeopen_accessen_US
newfileds.general-subjectEducation and Instructional Technologyen_US
Appears in Collections:Fulltext Publications

Files in This Item:
File Description SizeFormat 
11587.pdf485.54 kBAdobe PDFView/Open


Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.