The analysis of teachers' mobilisation of the textbook affordances.

Autor/inn/en	Leshota, Moneoang; Adler, Jill
Titel	The analysis of teachers' mobilisation of the textbook affordances.
Quelle	Aus: Jones, Keith (Hrsg.): Proceedings of the International Conference on Mathematics Textbook Research and Development (ICMT-2014). Southampton: University of Southampton (2014) S. 291-296 PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Beigaben	grafische Darstellungen; Literaturangaben S. 295-296
Sprache	englisch
Dokumenttyp	online; Sammelwerksbeitrag
ISBN	978-0-85432-984-7; 978-0-85432-985-4
Schlagwörter	Medienpädagogik; Schulbuch; Visuelle Wahrnehmung; Mathematikunterricht; Online-Publikation
Abstract	In this paper, which forms part of a wider study investigating the relationship between the affordances of a textbook, and teachers' pedagogical design capacity (PDC) (Brown, 2002) in the mediation of the object of learning; we report on the analysis of teachers' mobilisation of the textbook. In the wider study, we have established the mathematics content, and the approach to the teaching and learning of the content as the major potential affordances (Gibson, 1977) of the textbook to the teachers' practice. In this paper, we focus on the mobilisation with respect to the content; and demonstrate that teachers' appropriation of the content of the textbook is more a function of insertions to, and omissions from the textbook, than it is of their offloading, adapting or improvising of the content of the textbook.
Erfasst von	Leibniz-Institut für Bildungsmedien \| Georg-Eckert-Institut (GEI), Braunschweig
Update	2017/1