Change comes slowly: using textbook tasks to measure curriculum implementation in Ireland.

Autor/in	O'Sullivan, Brendan
Titel	Change comes slowly: using textbook tasks to measure curriculum implementation in Ireland.
Quelle	Aus: Jones, Keith (Hrsg.): Proceedings of the International Conference on Mathematics Textbook Research and Development (ICMT-2014). Southampton: University of Southampton (2014) S. 371-376 PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Beigaben	grafische Darstellungen; Literaturangaben S. 376
Sprache	englisch
Dokumenttyp	online; Sammelwerksbeitrag
ISBN	978-0-85432-984-7; 978-0-85432-985-4
Schlagwörter	Sekundarstufe I; Schulbuch; Mathematikunterricht; Realisierung; Online-Publikation; Irland
Abstract	Textbooks are an important resource in Irish mathematics classrooms, which can have both a positive and negative impact on teaching and learning. The mathematics curriculum at postprimary level in Ireland was reviewed in 2005. The Project Maths initiative was introduced to reform the curriculum, bringing about changes to what students learn in mathematics, how they learn it and how they are assessed. Publishers have produced new texts in response to the expectations of the revised curriculum and the changed needs of the classroom. This paper presents a framework to consider how tasks found in mathematics textbooks are meeting the objectives of this new curriculum. Sections of textbooks currently being used in Irish classrooms at second level have been analysed using this framework and the results indicate that, while all textbooks incorporate a significant number of these objectives to some extent, key aspects are being neglected.
Erfasst von	Leibniz-Institut für Bildungsmedien \| Georg-Eckert-Institut (GEI), Braunschweig
Update	2017/1