13th International Congress On Mathematical Education 2016 - ConfTool Pro Printout

17/08/2016 13th International Congress on Mathematical Education 2016 ConfTool Pro Printout
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ID: 2238
TSG 38 Research on resources (textbooks, learning materials etc.)
invited for extended paper submission (8 pages)
DISAGGREGATING A MATHEMATICS TEACHER’S PEDAGOGICAL DESIGN CAPACITY (PDC)
Moneoang Jeanette Leshota, Jill Adler
National University of Lesotho, Lesotho
The analysis being reported in this paper is part of a larger study investigating mathematics teachers’ use of the prescribed textbook. In this
paper, we report on the analytical approach that we adopted to disaggregate teachers’ Pedagogical Design Capacity (PDC) (Brown, 2009).
We show that teachers’ PDC is described through the description of the type of use of the textbook, whether use is deliberate versus tacit; as
well as the type of a relationship the teacher maintains with her textbook. We find that deliberate use of the textbook and an intimate
relationship with the textbook result in a high PDC. We claim therefore that PDC is much more than the teachers’ degree of appropriation of
the textbook affordances, and about the quality of opportunities for mediation that the teacher creates for her learners.
LeshotaDISAGGREGATING A MATHEMATICS TEACHER’S PEDAGOGICAL DESIGN CAPACITY2238_a.pdf

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ID: 724
invited long paper submission (8 pages)
HOW PROOF IS PRESENTED IN SELECTED SECONDARY MATHS TEXTBOOKS IN CHINA, INDONESIA AND SAUDI
ARABIA
Lianghuo Fan 1, Mailizar Mailizar2, Manahel Alafaleq 1, Yi Wang 1
1University of Southampton, United Kingdom; 2University of Southampton, United Kingdom; Syiah Kuala University, Indonesia
Focusing on geometric proof, this study aims to investigate how proof is presented in secondary maths textbooks in China, Indonesia, and
Saudi Arabia and explore possible reasons for the similarities and differences and their implications for maths textbook research and
development. Three series of widely used textbooks from these countries were selected, and the presentations of proof including both the
similarities and differences in the selected textbooks in term of grade levels, topics and types of proof were examined. The results show that
although proof in geometry is presented in all the selected textbooks in the three countries, there exist large differences in terms of the total
numbers of examples, in the distributions of proof across the different topics in geometry, and in the types of proof introduced to students.
Overall, the Chinese maths textbooks pay much more attention to proof. The difference might be related to the national maths curricula in
these countries.
FanHOW PROOF IS PRESENTED IN SELECTED SECONDARY MATHS TEXTBOOKS IN CHINA, INDONESIA AND SAUDI ARABIA724_a.pdf

ID: 74
RESEARCH ON TEXTBOOKS USED IN SECONDARY SCHOOL——FROM THE PERSPECTIVE OF TEACHERS’ ROLE
Chunxia Qi1, Xinyan Zhang 2, Danting Huang 3
1Beijing Normal University, People's Republic of China; 2Tianjin Normal University,People's Republic of China; 3Beijing NO. 80 Middle
School,People's Republic of China
Great challenges and impacts have been taken on teachers’ ideas and practice by the new philosophy raised in mathematics curriculum
reform. This new philosophy basically and radically shakes the authority of textbooks as well. Based on Nicol’s views about the levels of the
usage of textbooks, the research contains qualitative analysis on four secondary teachers in teaching geometric transformation. It is found
that the usage of textbook reaches the level of elaborating and creating but most teachers mainly focus on elaborating the textbook.
Meanwhile, great differences exist among teachers for years of teaching. Teachers transform their roles in mathematical communication,
interaction with students, validation of knowledge, source of knowledge and students’ autonomy. These transformations improve the usage of
textbooks
QiRESEARCH ON TEXTBOOKS USED IN SECONDARY SCHOOL——FROM THE PERSPECTIVE74_a.pdf

ID: 1109
paper submission (4 pages)
AN ANALYSIS OF REPRESENTATIONS OF MATHEMATICIANS IN MEXICAN MATHEMATICS TEXTBOOKS
Mario Sánchez Aguilar, Apolo Castañeda
National Polytechnic Institute, CICATA Legaria, Mexico
We report research aimed at identifying and describing the representations of mathematicians contained in Mexican mathematics textbooks
at lower secondary level. The results show that the most often represented wellknown mathematicians are Archimedes, Fibonacci, the
Greeks, and the Egyptians. The representations of Caucasian mathematicians are predominant, with 47 representations out of 72. No
representation of female mathematicians were found in the five books analysed. Most of the identified representations appear as isolated
anecdotes in the books.
Sánchez AguilarAN ANALYSIS OF REPRESENTATIONS OF MATHEMATICIANS IN MEXICAN MATHEMATICS TEXTBOOKS1109_a.pdf

ID: 2016
AN ANALYSIS ON THE BRIDGEABILITY OF KOREAN MATHEMATICS TEXTBOOKS FOCUSING ON THE TASKS OF
STATISTICS
SooYong Jeong 1, MiKyung Ju 1, Young Serk Park2
1Hanyang University, Korea, Republic of (South Korea); 2Gyungin National University of Education, Korea, Republic of (South Korea)
This paper analyzed the relationship among the themes and the keywords of social studies in the Korean mathematics textbook tasks of
statistics. For the analysis, we used Text Mining, a method for big data analysis to find out the connectivity in unstructured natural texts. The
frequency analysis was conducted to identify how often a theme of social studies used in the mathematics textbooks. The analysis identified
‘population’ and ‘urban’ as the themes that were the most frequently used in the mathematics textbooks. Then, we conducted the network
analysis to investigate the feature of the connectivity among each of the two themes and other keywords of social studies. The analysis
revealed that they had different types of connectivity. The results of this research provide implication for how to develop a task of curriculum
integration to facilitate the bridgeability among diverse agents such as a teacher, a student, and subject matter knowledge in mathematics
class.
JeongAN ANALYSIS ON THE BRIDGEABILITY OF KOREAN MATHEMATICS TEXTBOOKS FOCUSING ON THE TASKS OF STATISTICS201_a.pdf

ID: 2006
ANALYSIS ON RELATION AMONG DEFINITION OF IRRATIONAL NUMBERS, REPRESENTATIONS AND EXAMPLES
Kukhwan Oh 1, Jung Sook Park2, Oh Nam Kwon 3
1Graduate school of Seoul National University, Korea, Republic of (South Korea); 2Yang Jae High School; 3Seoul National University
In school mathematics the definition of irrational numbers is a 'nonrepeating infinite decimal' and it is closely related to representation of
irrational numbers. Preceding studies have shown when students percept an irrational number as a 'nonrepeating infinite decimal' they have
a difficulty in understanding concept of irrational number. Textbooks introduce an irrational number in an intuitive way, however, they still read
the definition as a 'nonrepeating infinite decimal'. In addition, textbooks indicate that an irrational number is not a rational number, but it is
hard to find a page referring that a nonrational number could be defined as a nonrepeating decimal and could not be expressed as a
fraction. This study analyzes definition and examples of irrational numbers provided in textbooks, examines how students actually understand
them, and finally investigates what impact representation of irrational numbers has over understanding of students.
OhANALYSIS ON RELATION AMONG DEFINITION OF IRRATIONAL NUMBERS, REPRESENTATIONS AND EXAMPLES2006_a.pdf

ID: 65
CATO 2.0: A GENERAL MULTILINGUAL USER INTERFACE FOR CAS UNE INTERFACE UTILISATEUR MULTILINGUE
HansDieter Janetzko
HTWG Konstanz, Germany
CATO is a user interface for different computer algebra systems written in Java. The author has
developed CATO as a response to the significant difficulties faced by those engineers and students
who only sporadically use computer algebra systems. The usage of CAS in mathematical lectures
should be an integral part of mathematical instruction; difficulties arise, however, for students
when lecturers themselves use CAS only once or twice a week. In the author’s experience, the usage
of CAS is often perceived by the students as an unnecessary further burden. The author has
consequently developed a Germanlanguage guided user interface (GUI) for CAS, integrating such
concepts as would afford almost intuitive access to CAS. The internal structure of CATO allows the
author to simplify the language of CATO. The author has included complete English and Frenchlanguage
versions into CATO v2.0 . CATO v2.0 can be linked with several CAS: Maple,
Mathematica, Mathematical Toolbox of MATLAB, Maxima, Yacas.
JanetzkoCATO 2065_a.pdf

ID: 1922
COLLABORATION IN TEACHER INITIAL TRAINNING: ANALYSIS OF CONSTRAINTS
Roberto Mariano Araújo Filho 1, Verônica Gitirana1, Celso Gonçalves2
1Universidade Federal de Pernambuco UFPE, Brazil; 2Centro Universitário do Triângulo UNITRI, Brazil
This paper discuss main constraints presented in a collaboration online environment for teacher training. The theoretical framework was
based on Computer Supported Collaborative Learning. The method was a construction of an environment to promote collaboration with a
script, in a proposed activity to for teacher initial training, when they had to build a class to teach function using Modellus, using the online
environment. The data analyze shows that most f constraint comes from technic problems, evidencing the need for an online environment,
which enable better communication among participants in a collaborative session.
Araújo FilhoCOLLABORATION IN TEACHER INITIAL TRAINNING1922_a.pdf

ID: 846
COMPARISON ABOUT DIFFICULTY OF EXAMPLES OF PLANE VECTOR BETWEEN THE PEP (A) VERSION AND THE
IBDP VERSION
Anshan Pu
Yangzhou University, China, People's Republic of
The study tells us directly that (1) mathematics problems in the IBID are more difficult than those in the PEP (A) for overall difficulty of
Mathematics problems, but the difference of the comprehensive difficulty between two versions of textbook is not obviously significant. (2)
Difficulties on the exploration, background and the knowledge content of the PEP (A) is higher than that in the IBID. However, the difficulty in
operation and math reasoning of the IBID is higher than that in the PEP (A). (3) The difference of the reasoning is particularly obvious
between two sets of textbook.
PuCOMPARISON ABOUT DIFFICULTY OF EXAMPLES OF PLANE VECTOR BETWEEN THE PEP846_a.pdf

ID: 1154
CONCRETISED MATHEMATICS TEACHING RESOURCES
Romina Ann Soon Yap, Yew Hoong Leong
National Institute of Education, NTU, Singapore
Several teaching resources are available for mathematics teachers to aid them in carrying out the complex task of teaching mathematics.
However, enacting teaching ideas in the classroom is not a straightforward process. We conceptualise a class of teaching resources which we
call concretisations and theorise on what is required of them to influence teachers’ instruction effectively. Some illustrations are provided in the
context of teaching mathematical problem solving.
YapCONCRETISED MATHEMATICS TEACHING RESOURCES1154_a.pdf

ID: 980
FROM TEXTBOOK TO LIVED RESOURCES: THE DIGITAL GUIDE OF THE BRAZILIAN EVALUATION PROGRAM OF
SCHOOL TEXTBOOK
Franck Bellemain 1, Juliana Andrade Araripe2, Rosilângela Lucena Scanoni Couto 3, Pedro Alessio Martins4, Rogério Da Silva
Ignácio 5
1Federal University of Pernambuco, Brazil; 2Federal University of Pernambuco, Brazil; 3Federal University of Pernambuco, Brazil; 4Federal
University of Pernambuco, Brazil; 5CApUFPE and Universidade Anhanguera de São Paulo
The Brazilian PNLD program aims to provide elementary and high state schools with textbook, among others books. The Brazilian Ministry of
Education evaluates textbook collections proposed by the publishers and elaborates a guide with reviews of the approved collections. Until
last year, the guide was provided in a digital and printed rich text format with a volume per area. For the first time, in PNLD 2016, an
interactive version of the guide with all school areas was developed. In this paper, we present how we justified, conceived and built a digital
version of the guide. We restrict the discussion to the engineering process, which allow grouping, articulating and distributing the reviews of
the textbook collections from all the curricular areas concerned by the PNLD program. The discussion is organized around the following
topics: theoretical background, defined specifications, technical and institutional constraints.
BellemainFROM TEXTBOOK TO LIVED RESOURCES980_a.pdf

ID: 1317
INSERVICE REFLEXIVE TEACHER TRAINNING: REQUERIMENTS FOR AN ENVIRONMENT WITH PUBLISHING
CHAINS
Rosilângela Lucena1, Verônica Gitirana2
1Universidade Federal de PernambucoUFPE, Brazil; 2Universidade Federal de PernambucoUFPE, Brazil
This paper presents an analysis of formative aspects, in service training, enabled to a math teacher within the construction of her documental
valises in a Research Course. Based on this analysis, requirements for a web environment to support teacher in service training, based on
the documental approach, in a collective construction of data and analysis of teacher valise. Different publishing chains were also identified as
requirements of such a system. In other to do so, the documental valises built by the math teacher, the analysis undertaken by researchers
about individual and collective resources system of the teacher, as well as her participation in conferences were analyzed. The analyses
shows some important requirements concerning a digital publishing chains for teacher development of material on the basis of their work
during the course, as well as, different publishing docs for his access to the analysis, such as presentations and webdocs.
LucenaINSERVICE REFLEXIVE TEACHER TRAINNING1317_a.pdf LucenaINSERVICE REFLEXIVE TEACHER TRAINNING1317_b.docx

ID: 1458
MOBILE MATHEMATICS LEARNING MATERIALS FOR SUB SAHARAN AFRICA
Angelina Matinde Bijura
Aga Khan University, Institute for Educational Development, EA, Tanzania
For pupils to perform well in mathematics they need access to reliable learning materials outside the classroom to support their learning in
classrooms. While the Internet is abundantly full of learning materials, pupils in Sub Saharan Africa are striving to access them. Their struggle
is attributed to the shortage of hardware, software, Internet connectivity and persistent power cuts. The paper aims at sharing the practice of
creative learning materials using available, accessible and affordable resources. Mobile connectivity is growing at a higher rate in Sub
Saharan Africa and more young people are now accessing mobile phones. In this paper, I will share how Moovly, an online tool is used to
create mathematics learning videos that may be shared through the two most popular mobile apps, ‘Whatsapp’ and ‘Viber’. The videos I
created in Moovly have been shared by some Tanzanian secondary school mathematics teachers and pupils.
BijuraMOBILE MATHEMATICS LEARNING MATERIALS FOR SUB SAHARAN AFRICA1458_a.pdf

ID: 1471
A COMPARATIVE STUDY OF ILLUSTRAIONS IN THE OLD AND NEW MIDDLE SCHOOL MATH TEXTBOOKS
Xiaomei Liu 1, Ruilin Wang 1, Huiying Zhang 2
1Capital Normal University, China, People's Republic of; 2Shijiazhuang Education Institute, China, People's Republic of
On the one hand, symbolicgraphic combination is the basic characteristics of math as well as an important kind of math thinking method; on
the other hand, math is an abstract and formal subject, so illustrations are an essential part in order to facilitate students’ comprehension of
abstract numbers, symbols and language. After implication of new curriculum reform in 2001, great changes have taken place in math
textbooks. Therefore, for the purpose of provide theory basis for selection and arrangement of illustrations, this paper analysis differences of
main math textbook in China, with the method of comparative analysis in order to study changes of illustrations. Two conclusions can be
caught from the research. Firstly, the number of illustrations changes greatly; secondly, with functions of decoration, characterization,
organization and explanation, the illustrations introduced in new textbooks facilitate students’ learning process.
LiuA COMPARATIVE STUDY OF ILLUSTRAIONS IN THE OLD AND NEW MIDDLE SCHOOL MATH TEXTBOOKS1471_a.pdf

ID: 217
BRAZILIAN PRIMARY SCHOOL TEXTBOOKS: SYMBOLIC REPRESENTATIONS IN COMBINATORIAL SITUATIONS
Rute Elizabete Borba1, Juliana Azevedo 1, Marilena Bittar2
1Universidade Federal de Pernambuco, Brazil; 2Universidade Federal do Mato Grosso do Sul
The study aimed to investigate how combinatorial situations are presented, in particular how symbolic representations are dealt with in
Primary School Mathematics textbooks. We discuss the role of textbooks in Mathematics and the Brazilian book analysis policy and we
present results of a research that involves four textbook collections, presenting exclusively the analysis of combinatorial situations proposed
for Primary School. Most of the problems presented are Cartesian Products, some few combinations are presented, very few permutations
and no arrangements, despite curriculum orientations to work with different problem types. It is very common to present situations with more
than one form of symbolic representation and all problems involve at least one conversion, with some involving multiple conversions. Positive
aspects were observed in situations proposed, but a wider range of problem types and more symbolic representation conversions still need to
be present in textbooks.
BorbaBRAZILIAN PRIMARY SCHOOL TEXTBOOKS217_a.pdf

ID: 1811
CURRICULUM, TEXTBOOK AND PROBLEM SOLVING
Erhan Bingolbali, Ferhan Bingolbali, Ayse Elcin Summak
Gaziantep University, Turkey
This paper examines how problem solving (PS) is approached in national elementary mathematics curricula and how textbooks prepared in
the light of curricula approach PS. The paper hence looks at how curricula affect the presentation of PS in the textbooks. Two successive
national mathematics curricula and two textbooks in the Turkish context are analyzed for this purpose. The analysis showed that the first
curriculum mainly focused on PS strategies and the textbook also approached PS in that manner. The second curriculum had a more liberal
approach to PS and the textbook’s approach to PS was characterized as problembased. The findings hence revealed a strong influence of
national curricula on textbooks’ treatment of PS. We discus these findings and provide some implications for textbook studies.
BingolbaliCURRICULUM, TEXTBOOK AND PROBLEM SOLVING1811_a.pdf

ID: 495
EXPLORING THE TYPES OF IMAGES AND REPRESENTATIONS USED IN THE SOUTH AFRICAN GRADE 4
NUMERACY WORKBOOKS
Peter Pausigere
South African Numeracy Chair, Rhodes University, South Africa
PausigereEXPLORING THE TYPES OF IMAGES AND REPRESENTATIONS USED495_a.pdf

ID: 1223
MATH ADVENTURE A PRAGMATIC APPROACH TO RESEARCH IN SUPPORT OF INCLUSION IN PRIMARY
MATHEMATICAL EDUCATION
Sebastian Walter
University of Augsburg, Germany
While mathematics education always had to deal with heterogeneity, the range of learning abilities in inclusive settings proposes a major
challenge for teachers. In the context of the research project Math Adventure an attempt was made to constructively deal with this problem.
Specifically, a comprehensive approach on primary mathematical education was developed and tested for inclusive and special education
settings. The article gives an overview of the concept and evaluation of the resulting workbook and general information for supporting factors
of inclusive teaching methods.
WalterMATH ADVENTURE A PRAGMATIC APPROACH TO RESEARCH1223_a.pdf

ID: 241
PROBLEM SOLVING IN PRIMARY EDUCATION MATHEMATICAL TEXTBOOKS IN SPAIN
Santaolalla Pascual Elsa, Urosa Sanz Belén M.
Universidad Pontificia Comillas, Spain
This study analyzes the approach to problem solving in nine mathematical textbooks from three of the leading publishers in Spain. It shows
that a heuristic approach is not applied to problem solving and that over 60% of the problems posed to students are mechanical activities
concealed behind a statement.
ElsaPROBLEM SOLVING IN PRIMARY EDUCATION MATHEMATICAL TEXTBOOKS IN SPAIN241_a.pdf

ID: 1507
RATIONALIZING DENOMINATORS AND THE NOTION OF CONJUGATE. THE ROLE OF TEXTBOOKS IN SPREADING
WRONG MATHEMATICAL IDEAS
Carlos Alberto Fuentes, Bidart Gastón, Cabral Gastón, Cafure Antonio
Universidad Nacional de General Sarmiento, Argentine Republic
In Argentina, textbooks specifically written for secondary schools also appear early in the mathematics education of prospective secondary
school teachers. From the very beginning of our careers we use them for designing our classes. Therefore it is important to study critically
these textbooks with the goal of elucidating which are the mathematical conceptions they contribute to spread, sometimes wrongly, whitin the
scope of teachers training and profesional development. In the context of rationalizing denominators, books introduce the following definition
of conjugate: the conjugate of a + b is a b. In this article, we show a number of mistakes and misunderstandings implied by this definition. In
our study we have analyzed around twenty books edited between 1903 and 2012. This wrong ideas have a negative and longlasting impact
in the teaching of mathematics at different levels of our educational system.
FuentesRATIONALIZING DENOMINATORS AND THE NOTION OF CONJUGATE THE ROLE OF TEXTBOOKS1507_a.pdf

ID: 226
REPRESENTATION, COMPUTATION, INTERPRETATION, ARGUMENTATION: RESEARCH ON MATHEMATICAL
ACTIVITIES IN MATHEMATICS TEXTBOOKS
Dubravka Glasnovic Gracin
Faculty of Teacher Education, Croatia
Since textbook tasks are used to a great extent in classrooms, it makes sense to ask what requirements the tasks involve. This paper aims to
show the importance of mathematical activities as a tool for analyzing the textbook tasks. Mathematical tasks may require students to carry
out activities such as representation, computation, interpretation and argumentation. The study involved identifying which of these activities
are required in the geometry chapters of middlegrade mathematics textbooks in Croatia. The results show that the geometry tasks
predominantly require activities of computation, while activities requiring argumentation are underrepresented. This finding reveals that the
activities in the geometry tasks put emphasis on dealing with numbers and terms rather than mastering geometric concepts.
Glasnovic GracinREPRESENTATION, COMPUTATION, INTERPRETATION, ARGUMENTATION226_a.pdf

ID: 1486
THE IDEATIONAL MEANING OF IMAGES ON WORKED EXAMPLES IN MALAYSIAN AND SINGAPOREAN
MATHEMATICS TEXTBOOKS
Sarveswary Velayutham, Lim Chap Sam
University of Science Malaysia, Malaysia
This paper aims to compare and discuss the proportions of the ideational meaning found in worked examples in Malaysian and Singaporean
Mathematics textbooks in Grade Seven. There are two structures in ideational meaning, namely narrative (with action) and conceptual
(without action) diagram. Document analysis and coding were carried out to 17 geometrical worked examples from mathematics textbooks of
Malaysian and Singaporean Grade Seven. The properties to identify a narratively and a conceptually structured diagram were based on
grammar to ‘read’ geometrical images developed by Alshwaikh (2011). Singapore textbook has a better percentage of narrative diagrams
compared to Malaysian textbook on lines and angles. Worked exampled diagrams in Singaporean textbooks has more indexical meaning,
measurement, colours and label based size relations. The findings provide valuable information for textbook editors on constructing visual
representations on worked examples.
VelayuthamTHE IDEATIONAL MEANING OF IMAGES ON WORKED EXAMPLES1486_a.pdf

ID: 450
THE MATHEMATICS TEXTBOOKS IN THE ARGENTINE SECONDARY SCHOOL: IMAGES AND ARGUING
Viviana Carolina Llanos, Maria Rita Otero
UNCPBA CONICET, Argentine Republic
Este trabajo describe y analiza las características de la discusión y las imágenes mostradas por los libros de texto de Matemáticas en la
escuela secundaria argentina (1217 años) (N = 137). Los libros de texto han sido publicados en el período de 1940 a través de 2007. El
análisis se realiza o realizó tres metacategorías de un modo inductivo basado en la información de libros de texto. Estos metacategorías
son: características de la discusión, la relación entre las imágenes y el argumento, así como características de los libros de texto (la fecha de
la publicación, las concepciones epistemológicas sobre las matemáticas y el nivel educativo que se orienta el libro de texto). Se realizó un
análisis factorial de correspondencias múltiples para encontrar las principales similitudes y diferencias entre los libros de texto y hacer un
análisis de conglomerados y una posible clasificación.
LlanosTHE MATHEMATICS TEXTBOOKS IN THE ARGENTINE SECONDARY SCHOOL450_a.pdf

ID: 354
OPEN EDUCATIONAL RESOURCES: A CHANCE FOR ENRICHING MATHEMATICS TEACHERS’ RESOURCE
SYSTEMS?
Luc Trouche1, Ghislaine Gueudet 2, Birgit Pepin 3
1Ecole Normale Supérieure de Lyon, France; 2UBO, France; 3TU/e, The Netherlands
Our contribution opens the second session of TSG 38 and it is dedicated to the changes brought about by the digitalization of information and
communication in the design and uses of mathematics teaching resources. One of the major changes appears to be the profusion of Open
Educational Resources (OER), opening up new opportunities for the design and usages of mathematics teaching resources. For analyzing
the effect of such opportunities we focus on two case studies: the Sésamath association, providing OER at a large scale in France; and a
teacher using OER as a means for accomplishing her teaching objectives. Through the lens of the documentational approach of didactics, we
investigate such an opening of the resourcesonoffer, and its implications for teachers’ resource systems.
TroucheOPEN EDUCATIONAL RESOURCES354_a.pdf

ID: 1343
RESEARCH ON INTERNATIONAL DEVELOPMENT TRENDS OF PRIMARY MATHEMATICS TEXTBOOKS IN THE 21ST
CENTURY
Shuping Pu 1,2, Naiqing Song 2
1Chongqing Normal University, 2 Southwest University; 2Southwest University
A comparative study on primary mathematics textbooks in the 21st century has been carried out. 12 sets of textbooks of 10 countries from
Asia ,Europe ,Oceania and America are selected. It reveals the international development trends of textbooks, includes four main aspects,
concept, form, scope and difficulty. Our research methods include : literature research, text analysis, questionnaire, interview, comparative
studies, statistics, etc. The textbooks concept reflects the view of ‘students as the center', replaces the past ‘knowledge as the center’. For the
international trends of textbooks forms are, i) Fitting students' cognitive features; ii) Electronic and paper version are coexist, and gradually
towards the later, etc. The concepts and forms of Chinese textbooks basically go with the tide of international development trends. Chinese
textbook difficulty and scope are all moderate, the difficulty is a bit more upper half (5th), and the content scope is a bit lower half(7th).
PuRESEARCH ON INTERNATIONAL DEVELOPMENT TRENDS OF PRIMARY MATHEMATICS TEXTBOOKS1343_a.pdf

ID: 2018
TEACHERS AS DESIGNERS OF DIGITAL EDUCATIONAL RESOURCES FOR CREATIVE MATHEMATICAL THINKING
Chronis Kynigos, Aggeliki Kolovou
UoA & CTI, Greece
This study addresses the process of teachers in collectives designing digital educational resources (called “cbooks”) aiming to foster students’
creative mathematical thinking. We investigate social creativity in this process by focusing on the boundarycrossing interactions taking place
within a sociotechnical environment constituted of teachers of diverse expertise interacting with each other and with the cbook technology.
The analysis showed that during the design process of a cbook unit on Climate Change, the sociotechnical environment allowed the
communication and coordination of diverse perspectives and a meshing of narrative with dynamic constructionist artefactswidgets designed
to induce mathematical creativity.
KynigosTEACHERS AS DESIGNERS OF DIGITAL EDUCATIONAL RESOURCES2018_a.pdf

ID: 512
USES OF ONLINE RESOURCES AND DOCUMENTATIONAL TRAJECTORIES: THE CASE OF SÉSAMATH.
Katiane De Moraes Rocha
ÉCOLE NORMALE SUPERIEURE, France
This work takes place in TSG 38, especially the second session "How does the digitalization of information and communication affect the role
of resources?". In this moment of profusion of digital resources, we are interested in the development of teachers’ documentation work. We
introduce the notion of documentational trajectory for explaining the different ways teachers are using and designing resources for preparing
their lesson. This research happens at a crucial time in France, a period of curricular changes leading teachers to renew their resources,
particularly their textbook. Focusing our analysis on the Sésamath resources, produced by teachers working collaboratively at a large scale,
we look at both the design and the usages of these resources. This study presents here some preliminary results in studying how a teacher,
whose students use Sésamath textbook, organize her own documentation work, and we try to relate this organization to this teacher’s
documentational trajectory.
RochaUSES OF ONLINE RESOURCES AND DOCUMENTATIONAL TRAJECTORIES512_a.pdf

ID: 440
ANALYSING TEACHERS’ EXPERTISE, RESOURCES AND COLLECTIVE WORK THROUGHOUT CHINESE AND
FRENCH WINDOWS
Chongyang Wang
East China Normal University, China, People's Republic of
Aiming to contribute to session 3 of TSG 38, teachers’ collective work through resources, this study works as a primary result of a PhD thesis
of the author, to analyze the characters of teachers’ expertise through their resources systems and their collective work, with a case study in
two contrasted situations, TRG in China and LéA in France. With a theoretical framework grounded in documentational approach of didactics
and activity theory, this study uses a methodology of reflective investigation, taking into account institutional, cultural and historical situations.
WangANALYSING TEACHERS’ EXPERTISE, RESOURCES AND COLLECTIVE WORK THROUGHOUT CHINESE AND FRENCH WINDOWS440_a.pdf

ID: 1519
CURRICULUM SUPPORT FOR TEACHERS: A COLLECTIVE PERSPECTIVE
Hendrik Van Steenbrugge, Maria Larsson, Andreas Ryve, Eva Insulander, Daniel Brehmer
Mälardalen University, Sweden
One way that curriculum resources can be supportive is by explicitly addressing teacher learning. Curriculum resources have been analyzed
from this perspective mainly with a focus on individual teachers’ learning. Teachers’ daily work encompasses many collaborative aspects
around curriculum resources as well, an area often overlooked. This paper addresses this issue by means of reporting about an initial
approach to analyze curriculum resources from this collective perspective. The approach combines a social linguistic framework to analyze
the meaning potential of curriculum resources and the communities of practice framework to analyze a group of teachers’ negotiation of
meaning around these resources.
Van SteenbruggeCURRICULUM SUPPORT FOR TEACHERS1519_a.pdf

ID: 497
MATHEMATICS TEACHERS’ CIRCLES: A RESOURCE PERSPECTIVE ON CLASSROOM TRANSFER
Axelle Person Faughn, Nathan Borchelt
Western Carolina University, United States of America
In a time of national curricular transition, teachers rely on resources beyond textbooks in order to adjust their practice to new demands. Our
paper addresses this issue within the context of professional development that helps support the work of teachers and ensures quality
education for their students in the midst of changes. Professional Development that involve “teacher networks”, or “teacher collectives” are
emerging as one meaningful way to impact teachers’ practices. We investigate one such model, namely Mathematics Teachers’ Circles,
where participants engage in doing mathematics as genuine learners while effective problem solving practices are being modeled. We
investigate how participating teachers transfer the MTC resources to classroom use.
FaughnMATHEMATICS TEACHERS’ CIRCLES497_a.pdf

ID: 1628
STUDYING THE ROLE OF CONTEXT IN SOCIAL CREATIVITY FOR THE DESIGN OF DIGITAL RESOURCES
Nataly Essonnier1, Chronis Kynigos2, Jana Trgalova1, Maria Daskolia2
1University Claude Bernard Lyon 1, France; 2CTI & Press “Diophantus” , Greece
This paper presents a study of social creativity in the collaborative design of digital educational resources with a new technology enabling the
meshing of text with dynamic digital widgets. Our focus was on understanding processes of social creativity taking the context of four socio
technical environments seriously into account. Our collective was a Community of Interest made up of members from diverse communities of
practice. Our hitherto achieved results from the design of one digital resource in France show a deep interconnectedness between emergent
creativity and contextual issues such as connectivity to curriculum and to local situations as a forum for student mathematization.
EssonnierSTUDYING THE ROLE OF CONTEXT IN SOCIAL CREATIVITY1628_a.pdf

ID: 895
A COMPARATIVE STUDY OF JUNIOR MIDDLE SCHOOL MATHEMATICAL EXERCISES’ COGNITIVE DIFFICULTY
BETWEEN SHANGHAI AND TAIWAN
Lingyun Zhao, Zhihui Chen
This study is based on the Cognitive Task Analysis model and a fivedimension framework of cognitive difficulty is chose and modified. We
labeled and analyzed the exercises of textbooks, workbooks and supplement in the charpter of triangle. The students’ mathematical exercises
in Shanghai was too much more than Taiwan. From the pespective of cognitive difficulty layers, the textbook’s exercises didn’t have
differences between two regions,. But in workbooks and supplement, Taiwan‘ students spend more time on basic exercises than Taiwan.
ZhaoA COMPARATIVE STUDY OF JUNIOR MIDDLE SCHOOL MATHEMATICAL EXERCISES’ COGNITIVE DIFFICULTY BETWEEN S_a.pdf

ID: 1194
A MATH TEACHER´S RESOURCES IN THE COLLECTIVE PERSPECTIVE OF THE DOCUMENTAL WORK
Cibelle Castro Assis1, Rosilângela Lucena2
1UFPB, Brazil; 2UFPE, Brazil
This paper presents an analysis of the system of resources, collective and individual, of a math teacher in a documental approach. The
resources revealed her individual work and the collective work of the group of math teachers of her school, as well as, their collective work
revealed her resources. We intend to contribute with methodological aspects about collection, interpretation and communication of data
required to the study about the documentation work of a teacher.
AssisA MATH TEACHER´S RESOURCES IN THE COLLECTIVE PERSPECTIVE1194_a.pdf

ID: 1324
ANALYSIS OF THE LEVELS OF MATHEMATICAL COMPLEXITY OF GEOMETRICAL TASKS IN 8TH GRADE
AMERICAN,TURKISH AND GREEK TEXTBOOKS
Sofia Hatziminadakis, Irem Ercan
University of South Florida, United States of America
This study examined levels of mathematical complexity of surface area and volume tasks within 8th grade mathematics textbooks from the
United States, Turkey, and Greece. The levels of mathematical complexity of geometrical tasks were analyzed using the 2007 National
Assessment of Educational Progress (NAEP) Mathematics Framework. Our findings suggest that there is no significant difference among the
low complexity surface area tasks, but there were significant differences on moderate and high complexity surface area tasks among the
textbooks. Significant differences also existed amongst all levels of mathematical complexity in volume tasks among all three textbooks.
HatziminadakisANALYSIS OF THE LEVELS OF MATHEMATICAL COMPLEXITY OF GEOMETRICAL TASKS1324_a.pdf

ID: 1412
COMPARISON OF THE CONCEPT OF PROBABILITY IN HIGH SCHOOL TEXTBOOKS AMONG CHINA,AMERICAN AND
SINGAPORE
Shao Xiayan, Bao Jiansheng
This study compared the textbooks in China,the United States and Singapore to analyze the presentation modes and problems in the
concept of probability.Firstly,results show that in the process of construction and understanding of theoretical probability, both textbooks in
Singapore and the United States use graphics to facilitate better understanding of the concept, which is very helpful for students to
understand sample space and the equally likely outcomes of events. Secondly it is a major difficulty for Chinese students to understand the
differences between theoretical and experimental probability, however this difficulty is much less addressed in the textbooks in the United
States and Singapore. Thirdly,US textbooks have the most excises in teaching the concept of probability,emphasizing understanding of the
concept,which may be helpful for students to better deal with the difficulties in probability concept.
Textbook Comparison, Theoretical Probability, Experimental Probability
XiayanCOMPARISON OF THE CONCEPT OF PROBABILITY IN HIGH SCHOOL TEXTBOOKS AMONG CHINA,AMERICAN AND_a.pdf

ID: 976
COMPARISON ON PYTHAGORAS THEOREM IN MATHEMATICS TEXTBOOKS OF THREE COUNTRIES
ZHE ZHU, Weizhong Zhang
Zhejiang Normal University, China, People's Republic of
For the special status in mathematics and mathematics teaching, Pythagoras’ Theorem was a content must be introduced in the middle
school mathematics curriculum of nearly the whole world. In this paper, the three textbooks, mathematics, middle school mathematics and
new mathematics counts were compared from the four aspects of the scopes and the depth. And some ponders on textbook compilation
were proposed.
ZHUCOMPARISON ON PYTHAGORAS THEOREM IN MATHEMATICS TEXTBOOKS976_a.pdf

ID: 1128
MATHEMATICS LITERACY BRAZILIAN TEXTBOOKS (PNLD): A STUDY OF DISTRIBUTION OF SCHOOL MATHEMATIC
CONTENT FIELDS
Marilena Bittar1, Veronica Gitirana2
1Universidade Federal de Mato Grosso do Sul, Brazil; 2Universidade Federal de Pernambuco, Brazil
This paper brings an analysis of the evolution of Mathematics textbooks in Brazil, regarding mathematics content field distribution. Based on
the results of textbooks collection evaluation undertaken in the PNLD – Programa Nacional do Livro Didático, a Brazilian politic program, we
analyse mathematic content field distribution within approved mathematics textbooks. Comparing results from PNLD 2009 to PNLD 2016, we
show a better distribution to the four fields considered, nonetheless, we point out that more attention must be draw to Data Handling,
Geometry and Magnitude.
BittarMATHEMATICS LITERACY BRAZILIAN TEXTBOOKS1128_a.pdf

ID: 777
ON HOW TO HELP STUDENTS BETTER UNDERSTAND FUNCTION CONCEPT THROUGH COMPARISON OF
DIFFERENT MATH TEXTBOOKS
Xiaoli Yang
Beijing Institute of Education, China, People's Republic of
This paper, by comparing Section 1 of inverse proportional functions of math textbooks published by People’s Education Press, Beijing
Normal University Press and Beijing Press respectively, illustrates how to help students better understand function concept by learning of the
specific functions.
YangON HOW TO HELP STUDENTS BETTER UNDERSTAND FUNCTION CONCEPT THROUGH COMPARISON777_a.pdf

ID: 738
PROBLEMS AND SUGGESTIONS IN DEVELOPING BILINGUAL TEXTBOOKS OF SCIENCES IN ETHNIC REGIONS OF
CHINA
Xujie Jia, Wei He, Xiaotian Sun, Shu Zhang
Minzu University of China, China, People's Republic of
In recent years, bilingual education has flourished in China and the achievements have been made in developing bilingual textbooks.
However, when making investigations in Southern Xinjiang, the research team found that in current bilingual textbooks used in Xinjiang, there
are problems in translation and no distinction between important and less important contents. In order to improve the effectiveness of
bilingual textbooks, the writers hold that in developing bilingual textbooks, the educational concept of attaching equal importance to both
languages should be adhered to. In arranging contents, we should highlight key points, make a distinction between the important and less
important ones, and increase local cultural characteristics to make the textbooks more suitable for bilingual teaching in ethnic regions.
JiaPROBLEMS AND SUGGESTIONS IN DEVELOPING BILINGUAL TEXTBOOKS738_a.pdf

ID: 1373
SOME TEXTS’ ANALYSIS TO FIND CHARACTERISTICS OF REAL NUMBERS
Eloisa Benitez, J. Rigoberto Gabriel
Universidad Veracruzana, Mexico
In this paper, we present a research on resources to find characteristics of the real numbers through the use of texts about of educational
research, mathematics and its history for to get a tool, like a categorization. This could to help students to understand mathematics concepts
and to solve problems or specific tasks in relation with real numbers. Also this research, could to help teachers with course materials
development, and evaluation, among others. We consider that this work involves the analysis of texts related to the presentation of the key
concepts of Calculus and Analysis and we use the embedded numeric collections or subsets of real numbers as default property and we
show important characteristics or aspects of real numbers that were found in every text.
BenitezSOME TEXTS’ ANALYSIS TO FIND CHARACTERISTICS OF REAL NUMBERS1373_a.pdf

ID: 1989
THE ALGEBRA CONTENT OF HIGHSCHOOL TEXTBOOKS IN THE US
Mary Ann Huntley1, Maria Shea Terrell1, Nicole Fonger2
1Cornell University, United States of America; 2University of WisconsinMadison, United States of America
The purpose of this research is to specify differences (and similarities) in algebra across six popular US highschool textbook series (intended
for students ages 1418). The major curriculum variables being studied are mathematical content and cognitive behavior. Based on the data
presented, what students experience relative to their learning of algebra is likely to be markedly different depending on which textbook is used
in their classrooms.
HuntleyTHE ALGEBRA CONTENT OF HIGHSCHOOL TEXTBOOKS IN THE US1989_a.pdf

ID: 1643
THE ANGLE SYMBOLS IN SOME TEXTBOOKS OF MATHEMATICS
Miguel Ribeiro 2, Rúbia Amaral1, Juliana Godoy1
1UNESP São Paulo State University, Brazil; 2University of Algarve, Portugal
This paper focus on discussing different aspects of reading geometrically the particular concept of right angle presented in Brazilian
textbooks. The results show the existence of a wide space for different interpretations of such reading, leading to possible students
misunderstandings, taking for granted some mathematical ideas that are not necessarily true. Such analysis intends to bring to front the need
for a closer look at the content of textbooks, intertwined with the exploration of such content in teachers training, allowing developing
teachers’ interpretative knowledge to deal with such situations.
RibeiroTHE ANGLE SYMBOLS IN SOME TEXTBOOKS OF MATHEMATICS1643_a.pdf

ID: 482
THEMATIC RESEARCH TRENDS IN MATHEMATICS EDUCATION PUBLISHED IN BOOKS FROM 1990 TO 2012
Natividad AdamuzPovedano, Alexander MazMachado, Rafael BrachoLópez
University of Córdoba, Spain
In this paper we present a conceptualbibliometric study about international books published on Mathematics Education in which we identify
thematic trends along twenty three years. We analyse 5496 book chapters published between 1990 to 2012 in a representative sample of six
international publishers in Mathematics Education. Chapters have been classified according to the standard classification proposed by
MathEduc because it is the unique international database specialized in Mathematics Education and it has a great prestigious in the field. The
study shows current conceptual maps for the international area of research in Mathematics Education.
AdamuzPovedanoTHEMATIC RESEARCH TRENDS IN MATHEMATICS EDUCATION PUBLISHED IN BOOKS482_a.pdf

ID: 2030
A HISTORICAL STUDY OF HOW PROPORTION IN ARITHMETIC APPEARS IN INDONESIAN LOWER SECONDARY
SCHOOL TEXTBOOKS
Dyana Wijayanti1, Yoppy Wahyu Purnomo 2
1University of Copenhagen, Denmark; 2University of Muhammadiyah Prof. DR. HAMKA
In writing process, a textbook author sometime tries to get an idea by comparing how such a topic was explicated in previous textbooks. The
purpose of this study is to compare the explanation of proportion in three textbooks from different periods. Weinvestigate a current
Indonesian textbook and historical Indonesian textbooks using the anthropological theory of didactic (ATD). Our preliminary results show that
all textbooks have similar dominant types of tasks and techniques. The results of these studies might be useful in order to design a future
potential textbooks.
WijayantiA HISTORICAL STUDY OF HOW PROPORTION IN ARITHMETIC APPEARS IN INDONESIAN LOWER SECONDARY SCHOOL_a.pdf

ID: 2148
ANALYSIS OF PRIMARY MATHEMATICS TEACHERS’ LESSON DOCUMENT PREPARATION PROCESSES
Burcu Nur Baştürk Şahin, Menekşe Seden Tapan Broutin
Uludag University, Turkey
The question of how teachers built their lessons, as one of the most important elements of learning and teaching process, defines the starting
point of this study. In our opinion, the document a teacher built is a strong resource that indicates teacher’s teaching and lesson preparing
schemas. “Documentational Approach of Didactics” is utilized as a theoretical framework (Gueudet & Trouche, 2009). In order to reveal the
elements of the schemes and factors that affect the lesson document preparation process, qualitative research methods are used. This is a
case study and the participants are four collaborative and willing primary mathematics teachers. The data analysis revealed several elements
of schemas of teachers. As a result we can say, some of the elements are taking care of learning levels of students, taking advantage of
former teaching experience, deciding the number of the lesson hours independently, and acting on the testing system of the country.
Baştürk ŞahinANALYSIS OF PRIMARY MATHEMATICS TEACHERS’ LESSON DOCUMENT PREPARATION PROCESSES2148_a.pdf

ID: 2180
DETECTING ERROR IN A MATHEMATICS TEXTBOOK’S DRAWING: ARE REALLY HELPFUL RELATED
PROFESSIONAL EXPERIENCE AND KNOWLEDGE?
Josip Slisko, Lidia Aurora Hernández Rebollar, José Antonio Juárez López
Facultad de Ciencias Físico Matemáticas, Benemérita Universidad Autónoma de Puebla, Mexico
We present arguments given by 25 students and 3 teachers of Topography about the existence of a terrain (irregular polygon shape) used in
the fifthgrade mathematics textbook published in Mexico. According to drawing and given side measures, such an irregular terrain can’t exist
in real world (sum of four side lengths is less than the length of the fifth side). A previous research showed that primaryschool teachers fail to
detect this numerical error and teachers’ arguments, given to justify a “possible” existence of that impossible terrain, are pragmatic. We
explored the influence of specialized knowledge in the arguments, about the existence of this piece of land, given by professionals in land
measurement. Surprisingly, only one of them was able note that the polygon with given side lengths can’t exist in real world (“it wouldn’t
close”). It seems that professional experience and knowledge weren’t useful for detecting erroneous elements of the polygon drawing.
SliskoDETECTING ERROR IN A MATHEMATICS TEXTBOOK’S DRAWING2180_a.pdf

ID: 1545
DOES A PROJECTBASED LEARNING MATERIAL IMPROVE STUDENTS’ UNDERSTANDING OF RATIONAL
NUMBER? A CASE STUDY
Qi Chunxia1, Wang Ruilin 2, Lin Mengwei1, Jing Chen 3
1Beijing Normal University, China, People's Republic of; 2Capital Normal University, China, People's Republic of; 3Beijing No. 101 Middle
School, China, People's Republic of
Abstract: Rational number is the important content of the number and algebra for secondary school. To find what kind of material to help
students’ understanding the rational number, we design a unit of projectbased learning material and try to find whether it can impact on
students learning or not. The result shows the impact of projectbased learning material on students’ understanding the rational number and
its application in real life. In addition, students’ ability on cooperation with classmate is also improved.
ChunxiaDOES A PROJECTBASED LEARNING MATERIAL IMPROVE STUDENTS’ UNDERSTANDING1545_a.pdf

ID: 2085
ENABLING TEACHERS FOR EFFECTIVE TEACHINGLEARNING IN THE CONSTRUCTIVIST CURRICULUM
FRAMEWORK
Arati Sudhir Bapat 1, Shikha Takker2
1Tata Institute of Social Science, Mumbai, India; 2Homi Bhabha Centre for Science Education, TIFR, Mumbai, India
National Curriculum Framework (NCF, 2005) argues that the aim of mathematics teaching is to create learning environments that enable
students to discover multiple approaches to problem solving, and engage them in the processes of approximation, representation,
generalisation, etc. The National Council for Educational Research and Training made efforts to align the textbooks with the principles
proposed by the NCF. Teachers are expected to go beyond the textbook to create meaningful learning experiences for students. While the
textbooks encourage teachers to bring in examples and situations from their contexts, teachers are finding the task of teaching mathematics
demanding. In this paper, we discuss the content and pedagogical demands placed by the textbooks on the teacher while teaching fractions
and decimals. We argue that teachers need support in knowledge required for teaching of mathematics to realise the aims envisioned by the
curriculum framework.
BapatENABLING TEACHERS FOR EFFECTIVE TEACHINGLEARNING2085_a.pdf

ID: 1589
INVESTIGATING THE FOUNDATIONS OF TURKISH ELEMENTARY MATHEMATICS EDUCATION THROUGH AN
ANALYSIS OF A LATE OTTOMAN TEXTBOOK
Esra Yaprak1, M. Sencer Corlu 1, Emin Aydin 2
1Bilkent University, Turkey; 2Marmara University, Turkey
Developing an understanding of the foundations of the educational tradition of the Turkish Republic is connected to an exploration of the
specifics of Ottoman education. This qualitative study explored an Ottoman mathematics textbook published in the early twentieth century.
Under the influence of naturalistic inquiry, the textbook was analyzed in terms of content, organization, and principles of elementary
mathematics education. It was concluded that the textbook is successfully presented multiple representations and reallife examples while the
development of content did not provide opportunities to develop reasoning skills.
YaprakINVESTIGATING THE FOUNDATIONS OF TURKISH ELEMENTARY MATHEMATICS EDUCATION THROUGH AN ANALYSIS OF A_a.pdf

ID: 612
MATHEMATICAL RESOURCES AS PERCEIVED, NEEDED, AND USED BY TEACHERS : THE CASE OF EAST
JERUSALEM TEACHERS
Liana Fayez Jaber
Hebrew University, Israel
In the last decade, there has been considerable attention to the ways teachers use and relate to mathematical and pedagogical resources
(Guedude & Trouche, 2011).
This study tackles the question: “What kind of resources do teachers have, select, need and use? And How?”. The study presents an
overview of the resources used and needed by 147 teachers surveyed from East Jerusalem schools. A special questionnaire was designed to
study teachers’ relation with their needs for resources, the availability of resources and their uses. Twelve recourses were studied thoroughly.
Results showed that teachers interact with resources in very different ways; they get them from different sources, use them for different ends
and experience different kinds of limitations. Some patterns were found in this context, for example, there was a heavy reliance on textbooks.
Resources like videos were not well recognized by teachers.
JaberMATHEMATICAL RESOURCES AS PERCEIVED, NEEDED, AND USED612_a.pdf

ID: 505
MATHEMATICS TEACHER’S REFLECTION ON THE RESOURCES USED
David Alfonso Páez1, José GuzmánHernández2, José ZambranoAyala2
1Universidad Autónoma de Aguascalientes, Mexico; 2CinvestavIPN, México
In this article we report the reflection of a mathematics teacher (ninth grade) on the use of his resources when calculating the slope of a line
in Cartesian plane. As part of the methodology, those classes during which the teacher taught the concept of slope were videotaped;
afterwards, we interviewed the teacher so that he reflected on his resources. According to the teacher, the line parallel to the xaxis has no
slope. He argues it has no angle of inclination; however, when reflecting on the resources used, he became aware that his reasoning was
incorrect
PáezMATHEMATICS TEACHER’S REFLECTION ON THE RESOURCES USED505_a.pdf

ID: 71
TEACHERS' SELECTION OF RESOURCES IN AN ERA OF PLENTY
Helen L. Siedel, Andreas J. Stylianides
University of Cambridge, United Kingdom
While a significant body of research has examined teachers’ use of instructional resources in the classroom, less attention has been paid to
issues concerning teachers’ selection of resources, when choice is an option. This is an important topic given the proliferation of instructional
resources in recent years. These resources compete with textbooks, and may impact children’s opportunities to learn mathematics. In this
paper, we report results from an interview study with 36 secondary mathematics teachers in England, designed to find out what instructional
resources teachers draw on for their everyday teaching practice and what influences their choices. Our results show a multiplicity of
resources selected by individual teachers, and a large variation between teachers in what they select, influenced by perceived student needs,
teacher interests, mathematics topic, and constraints on accessibility. We discuss these results and consider directions for future research.
SiedelTEACHERS SELECTION OF RESOURCES IN AN ERA OF PLENTY71_a.pdf

ID: 792
WHEN TEACHER GUIDES SPEAK “PAST” THE TEACHER: TWO SWEDISH MATHEMATICS TEACHER GUIDES
Linda Marie Ahl1, Tuula Koljonen 2
1Kriminalvården, Sweden; 2Malardalen University
In this paper we report on how two Swedish mathematics teacher guides communicate with teachers. We have analysed the guides from the
theoretical stance that curriculum resources can support teachers’ pedagogical design capacity, i.e. support them to find productive ways to
adapt curriculum resources. To investigate the guides we studied the “voice” by the use of language, focusing on personal pronouns and
imperatives. Our analysis shows that both guides often speak “through” the teacher with narratives and scripted instructions, rather than “to”
the teacher about strengths and weaknesses with different teaching design considerations. The results also show that in addition to speaking
“to” or “through” guides can speak “past” the teacher, positioning her as an observer of the interaction between students and textbooks. This
language construction is unexpected and may thus be seen as expanding the framework for investigating the “voice” of teacher guides.
AhlWHEN TEACHER GUIDES SPEAK “PAST” THE TEACHER792_a.pdf

ID: 177
“LOGBOOKS”: A DOCUMENTATIONAL RESOURCE RELEVANT FOR STUDYING TEACHER´S PROFESSIONAL
DEVELOPMENT?
Fernando Jorge Bifano
Universidad Nacional Arturo Jauretche, Argentine Republic, Universidad Nacional de San Martin, Argentine Republic.
In this paper, we want to analyze how documentational resources such as “logbooks” can be used to study teachers' professional
development. Based on the formulation of our research questions, we will introduce the central theoretical notions and methodological
options for our work. Then, we will present some characteristics of the experimental framework developed for our research. We will conclude
with some preliminary results obtained from the analysis of “collective logbooks“, which allows not only to evidence the potential of this
particular tool used for data collection, but also to present some perspective of research.
Bifano“LOGBOOKS”177_a.pdf

ID: 2871
Poster submission (4th 18th April)
ANALYSING STUDENTS’ USES AND THE DESIGN OF DIGITAL TEXTBOOKS
Maximilian Pohl
Universitaet DuisburgEssen, Germany
Technologies have become an integral part of our lives, but they are only partly integrated in classroom environments. One reason for this
can be attributed to the yetneglected investment of digital resources, especially in the light of textbooks. Although there are some promising
approaches of digital textbooks, we do not know how students actually use them. Therefore, I will center my research upon on the question
of “How does the shift from traditional to digital resources affect students’ uses and the design of textbooks?”
PohlANALYSING STUDENTS’ USES AND THE DESIGN OF DIGITAL TEXTBOOKS2871_a.pdf

ID: 2511
poster submission(1 page) (by those not applying for the solidarity grant)
ANALYZING CONTEXTS USED IN TEXTBOOK PROBLEMS ON FRACTION MULTIPLICAITON
Heather Gallivan 1, Jihwa Noh 2
1University of Northern Iowa, USA; 2Pusan National University, Korea, Republic of (South Korea)
Before using a task with situational context, in addition to its
mathematical suitability, teachers would need to make judgments about the
relevance to the students, the potential motivational impact, and the
possibility of negative effects that exclude some students. In this poster, we provide
an overview of a guiding framework for analyzing the nature of situational contexts
used for teaching and learning fraction multiplication, share some of our results
based on a review of eight middle school textbooks, and discuss implications.
GallivanANALYZING CONTEXTS USED IN TEXTBOOK PROBLEMS ON FRACTION MULTIPLICAITON2511_a.pdf

ID: 2477
CONTEXTS AND LEARNER POSITONS VARYING WITH CONTENT
Kristina Palm Kaplan
Uppsala University, Sweden
The purpose of this ongoing study is to investigate what type of discourse(s) is offered in Swedish mathematic textbooks for grade 8 in the
area of algebra, what practices e.g. tasks, and learner positions they invite to. It is also an aim to investigate what values and beliefs these
discourses rest on.
Palm KaplanCONTEXTS AND LEARNER POSITONS VARYING WITH CONTENT2477_a.pdf

ID: 2459
EFFECTS OF TEXTBOOKS ON MATHEMATICS TEACHING AND LEARNING IN GERMAN PRIMARY SCHOOLS
Inga Niedermeyer, AnnKatrin van den Ham, Aiso Heinze
Leibniz Institute for Science and Mathematics Education Kiel, Germany
Empirical studies show that textbooks have an influence on teachers’ instruction and that instruction affects students’ achievement. However,
little research has been conducted on the whole causal chain: the influence of textbooks on students’ achievement mediated by teachers’
instruction. We report findings from a re analysis of a twoyear longitudinal study with 75 primary school classes concerning the impact of the
didactical structure and the content of textbooks on instruction and students’ achievement.
NiedermeyerEFFECTS OF TEXTBOOKS ON MATHEMATICS TEACHING AND LEARNING2459_a.pdf

ID: 2230
poster submission (1 page)
EXPLORING THE AUTHENTICITY OF A VERBAL PROBLEM FROM THE PERSPECTIVE OF TOPOGRAPHY
ENGINEERS
María Selene Georgina Chávez Rodríguez, Hugo Adán Cruz Suárez, José Antonio Juárez López
Benemérita Universidad Autónoma de Puebla, Mexico
In this poster the results of a study on the prospect that engineers are surveying about the authenticity of an application problem of the
Pythagorean Theorem which appeared in a textbook high school mathematics is presented. By using the theory developed by Torulf Palm,
we analyzed the responses of six topography engineers when presented with a questionnaire on authenticity a mathematical problem which
called measure the width of a road.
Chávez RodríguezEXPLORING THE AUTHENTICITY OF A VERBAL PROBLEM FROM THE PERSPECTIVE OF TOPOGRAPHY E_a.pdf

ID: 2403
MOVIES AND MATHEMATICAL COMPETENCE: DESIGNING CURRICULAR MATERIALS
Laura Delgado 1, María Asunción García Olivares2, María Consuelo Monterrubio Pérez3
1University of Salamanca, Spain; 2University of Valladolid, Spain; 3University of Salamanca. Spain
In this poster, we present an example of materials designed to develop mathematical competence in the second year of Secondary Education
(1314 years) using movies or TV series. Didactical analysis, cooperative work and attention to students in the classroom with difficulties in
mathematics learning are involved in the preparation of curricular materials.
DelgadoMOVIES AND MATHEMATICAL COMPETENCE2403_a.pdf

ID: 2864
RESEARCH ON TEXTBOOKS AT SPANISH SOCIETY FOR RESEARCH IN MATHEMATICS EDUCATION SIMPOSIA
(19972015)
Miguel A. MarcoBuzunáriz, Jose M. MuñozEscolano
Universidad de Zaragoza, Spain
We analyze the contributions on textbook research published in the proceedings of the Spanish Society for Research in Mathematics
Education (SEIEM) Symposia from 1997 to 2015. This analysis is complemented with a classification according to the categories established
by Fan, Zhu and Miao (2013) and Fan (2013). Our results show that, even though this kind of research has been present in most Symposia,
its frequency has been irregular. Most of the reports are descriptive, focus on the textbooks as the subject of research, and analyze the
treatment of certain mathematical contents or topics.
MarcoBuzunárizRESEARCH ON TEXTBOOKS AT SPANISH SOCIETY FOR RESEARCH2864_a.pdf

ID: 1690
poster submission (1 page)
RUBIK’S CUBE AND SCHOOL MATHEMATICS
Sanskar Dhakal1, Durga Prasad Dhakal2
1Kathmandu Satpragya School; 2Kathmandu University
In a certain level of mathematics education, there are different units of mathematics. In various ways, textbooks are prepared and chapters
are managed; they are taught by using different methods. The purpose of this poster is to explore different concepts/units of mathematics by
using a single instructional material. Leading mathematics students in line with constructivism by using 5E’s instructional model is the crux of
this poster.
DhakalRUBIK’S CUBE AND SCHOOL MATHEMATICS1690_a.pdf

ID: 2881
THE BASIC CONNOTATION OF LEARNING DESIGN
Xinming Wang
College of Mathematics and Information Science, Neijiang Teachers College, Neijiang, Sichuan, China
The learning design instead of the teaching design has become the new core of teaching theory in China. The learning design is based on
learning—centered and it is the process of system planning of learning activities in classroom. The basic problems leaning design intends to
solved are “what to learn”, “how to learn” and “how is the learning” . Learning design has the basic features such as learningcentered,
openness, guiding, challengingand so on.
WangTHE BASIC CONNOTATION OF LEARNING DESIGN2881_a.pdf

ID: 2799
WHAT A SEMIOTICS THEORY OF REGISTERS REPRESENTATION TELLS US ABOUT SOME LINEAR ALGEBRA'S
TEXTBOOKS?
Valdinei Cardoso 2, Lilian Kato 2, Samuel Oliveira1
1University of Campinas, Brazil; 2University of Maringá, Brazil
We present the results of a survey on some highly adopted Linear Algebra's textbooks in undergraduate courses in Brazil, according to the
Theory of Semiotics Representation Registers of Raymond Duval. The main purpose of our research is to investigate what the types of
representations and registers most often appear in those textbooks: treatments or conversions. We looked specifically on theirs solved
exercises. We find that the symbolicalgebraic representation register is the most used one while the symbolicmatrix type, geometric, figural
or graphic are the least used ones. As far as treatments and conversions are concerned, we show that most solutions use only treatment
operations. We think, according to the Duval's framework, teachers and or new textbooks should provide tasks, exercises, problems,
challenges and activities with more diversified representations of the mathematical content.
CardosoWHAT A SEMIOTICS THEORY OF REGISTERS REPRESENTATION TELLS US2799_a.pdf

ID: 557
ENGAGEMENTS OF PROSPECTIVE TEACHERS WITH ETEXTBOOK
Elena Naftaliev
Achva Academic College, University of Haifa, Israel, Israel
Interactive textbooks appear to be the tools of choice in mathematics instruction in the foreseeable future. The present pilot study analyses
whether and how design functions of interactive texts which conducted by the semiotic framework may be tool for analyzing curriculum
materials, for examining the mathematical and pedagogical assumptions embedded in their design, for teachers’ professional development.
The findings shed light on awareness of design functions of interactive text in the 25 prospective teachers' engagement with the curriculum
materials: the teachers developed teaching plans and scenarios of studenttextbookteacher interaction that included similar tasks
distinguished by the designed functions in different stages of the interaction and defined, for each task, different purposes for the teaching
learning processes.
NaftalievENGAGEMENTS OF PROSPECTIVE TEACHERS WITH ETEXTBOOK557_a.pdf

ID: 1833
RESOURCES AS A MEANS OF SUPPORTING TEACHERS IN PLANNING FOR INTERACTIONS WITH STUDENTS’
IDEAS
Jana Visnovska1, Jose Luis Cortina2
1The University of Queensland, Australia; 2Universidad Pedagogica Nacional, Mexico
We explore how instructional sequences, grounded in a conjectured learning trajectory, can support teachers’ preparation for classroom
interactions with students’ ideas. Using two examples from our design experiments, we illustrate that teachers in transition (a) develop a need
to select and design classroom activities in which students would come to problematize some of their reasoning, and (b) require substantial
support in planning for productive classroom interactions. We argue that instructional resources can and should be designed to provide some
of this support.
VisnovskaRESOURCES AS A MEANS OF SUPPORTING TEACHERS IN PLANNING1833_a.pdf

ID: 1216
TEACHER DECISIONS ON LESSON SEQUENCE AND THEIR IMPACT ON OPPORTUNITIES FOR STUDENTS TO
LEARN
OkKyeong Kim
Western Michigan University, United States of America
When using existing resources to plan and enact a series of lessons, teachers make various decisions, one of which is whether to follow or
modify the sequence of tasks and lessons presented in the resources. One important question to ask is how teacher decisions on lesson
sequence affect the quality of instruction and opportunities for students to learn. I examined ways in which ten teachers using two different
curriculum programs (five per curriculum) sequenced tasks and lessons, and whether these sequences provided opportunities for students to
engage with mathematical points of the lessons and a mathematical storyline through a proper learning pathway. Findings of the study have
implications for teacher and curriculum development.
KimTEACHER DECISIONS ON LESSON SEQUENCE AND THEIR IMPACT ON OPPORTUNITIES1216_a.pdf

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