Held by Textbooks of the Ministry of Education (MINEDUC), in partnership with the Center for Advanced Research in Education (CIAE) and the Center for Mathematical Modeling (CMM) of the Faculty of Physical Sciences and Mathematics (FCFM)postprin

Mok, IAC

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Title Representations in Mathematics Textbooks, Learning andTeaching: Multiple perspectives.Author(s) Mok, IACCitation International Workshop on Textbooks in Mathematics, Physicsand Chemistry, Santiago, Chile, 27-29 September 2010.Issued Date 2010URL http://hdl.handle.net/10722/241978Rights This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.Representations in Mathematics Textbooks, Learning and Teaching: Multiple perspectives Ida Ah Chee MOK, The University of Hong Kong Abstract In East Asian regions such as Hong Kong, it is known that textbooks play a significant influence in the teaching in the classrooms. Therefore, the textbooks indeed play an important interim role between the intended curriculum and the implemented curriculum. To understand about the issues of textbook better, there are a few questions that educators may have always bear in mind. What counted as good textbooks? How can textbooks be used in the teaching inside the classrooms? Therefore, how ideas and problems are represented in the textbooks matters. How these are represented in the lessons via the activities of teaching and learning matters even more. In this paper, I try to make a contribution to these two questions by making an alignment of several perspectives concerning representations that have been used in some of our projects. Examples of tasks and problems found in textbooks and lesson episodes will be used to illustrate the following perspectives: • Enactive, iconic and symbolic representations (Bruner) • Functions of multiple external representations (Ainsworth, 1999) • Variations (Gu, Huang and Marton, 2004) • Representation of problem types (Zhu, 2003) Resumen En las regiones del este de Asia, como Hong Kong, se sabe que los libros de texto desempeñan una influencia significativa en la enseñanza en las aulas. Por lo tanto, los libros de texto, de hecho, desempeñan un importante papel de transición entre el plan de estudios previsto y el currículo implementado. Para entender mejor acerca de los temas del libro de texto, hay algunas preguntas que los educadores siempre han de tener en cuenta. ¿Qué es lo que cuenta como un buen libro de texto? ¿Cómo pueden ser utilizados los libros de texto en la enseñanza dentro de las aulas? Por lo tanto, cómo se representan las ideas y los problemas en los libros de texto. De qué manera se incorporan en las lecciones, especialmente a través de actividades de enseñanza y aprendizaje. En este trabajo, trato de hacer una contribución a estas dos preguntas, haciendo una adaptación de varias perspectivas relativas a las representaciones que se han utilizado en algunos de nuestros proyectos. Ejemplos de tareas y problemas encontrados en libros de texto y capítulos, se utilizarán para ilustrar las siguientes perspectivas: • Enactiva, representaciones icónicas y simbólicas (Bruner) • Funciones de representaciones externas múltiples (Ainsworth, 1999) • Variaciones (Gu, Huang y Marton, 2004) • Representación de problemas tipo (Zhu, 2003) References:  Ainsworth, S. (1999). The functions of mutltiple representations. Computers & Education, 33. 131-152. Gu, L., Huang, R., & Marton, F. Teaching with variations: A Chinese way of promoting effective mathematics learning. In L. Fang, N.-Y. Wong, & J. Cai, (eds.), How Chinese learn mathematics: Perspectives from Insiders, pp. 309-347. Singapore: World Scientific Publishing Co. Plc. Ltd. Zhu, Y. (2003). Problem solving in China, Singapore and US mathematics textbooks: A comparative study. Unpublished doctoral dissertation, National Institution of Education, Singapore.  

Representations in Mathematics Textbooks, Learning and Teaching: Multiple perspectives.

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