In:
Journal for Research in Mathematics Education, National Council of Teachers of Mathematics, Vol. 16, No. 1 ( 1985-01), p. 67-68
Abstract:
Of all the aids to teaching and learning in the history of schooling, the textbook is the most venerable and the most disputed. In the school textbook, we meet fundamental problems of didactics. The textbook can aid the reacher in making decisions about instructional content and about pedagogical intention and methodology. The teacher may adopt ideas straight from the book or may modify, or possibly reject, them on the basis of his or her experience, knowledge, or personal concept of “good” mathematics instruction. In any case, the textbook presents essential guidel ines and has a considerable impact on the teacher's activities. At the same time, the textbook is expected to serve as a working manual for the pupil. It ought to motivate pupils, give them a chance to use and experiment with mathematics, and allow them to work out mathematical concepts or problems on their own. Most modern mathematics textbooks indeed claim to be pupils' books, but a closer view shows that they nre really addressed to the reacher. These and other problems concerning how to conceive of, and work with, school mathematics textbooks have seldom been discussed in teacher training programs.
Type of Medium:
Online Resource
ISSN:
0021-8251
,
1945-2306
DOI:
10.5951/jresematheduc.16.1.0067
Language:
Unknown
Publisher:
National Council of Teachers of Mathematics
Publication Date:
1985
detail.hit.zdb_id:
2066513-1
detail.hit.zdb_id:
410675-1
SSG:
17,1
SSG:
5,3
Bookmarklink