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Pedagogical intent and practice

By Ann M. Heirdsfield, Shelley Dole and Elizabeth Warren

Abstract

School mathematics textbooks are used in varying ways and to varying degrees by teachers and schools. The presentation of exercises and activities suggests a sequence for instruction and often accompanying teacher notes provide more specific details of how to tailor the lesson to given activities. Some textbooks provide details of investigative tasks to promote conceptual understanding of topics of focus. With teachers taking varied approaches to the use of textbooks, there is great potential for mismatch between the pedagogical intent of the textbook materials and the actual classroom practice that is enacted. In this paper, we report on a study into the use of one textbook series in elementary schools. We present interview data from the textbook authors who describe the pedagogical intent of their textbook series. We combine this with classroom observations of teacher practice to compare textbook pedagogical intent and practice

Topics: 130000 EDUCATION, 130100 EDUCATION SYSTEMS, 130208 Mathematics and Numeracy Curriculum and Pedagogy, mathematics education, teacher professional development, mathematics textbooks
Year: 2008
OAI identifier: oai:eprints.qut.edu.au:14718

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Citations

  1. (2000). Can curriculum materials support teachers’ learning? Two fourth-grade teachers’ use of a new mathematics text.
  2. (2003). Curriculum materials as a professional development tool: How a mathematics textbook affected two teachers’ learning.
  3. (2003). From the textbook to the enacted curriculum: Textbook use in the middle school mathematics classroom. Unpublished doctoral theses.
  4. (2002). Maths anxiety self-assessment as a quality assurance measure.
  5. (2008). The use of a new mathematics text book scheme – support or impediment.

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