Telling new stories: reconceptualizing textbook reform in mathematics.

Autor/in	Dietiker, Leslie
Titel	Telling new stories: reconceptualizing textbook reform in mathematics.
Quelle	Aus: Jones, Keith (Hrsg.): Proceedings of the International Conference on Mathematics Textbook Research and Development (ICMT-2014). Southampton: University of Southampton (2014) S. 185-190 PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Beigaben	grafische Darstellungen; Literaturangaben S. 190
Sprache	englisch
Dokumenttyp	online; Sammelwerksbeitrag
ISBN	978-0-85432-984-7; 978-0-85432-985-4
Schlagwörter	Schulbuch; Geometrie; Mathematikunterricht; Online-Publikation; USA
Abstract	This paper examines the content of geometry textbooks to begin to address the questions: When the narrative forms of contemporary textbooks are compared with those that are historical, how have the mathematical stories changed? And what implications may those changes have for teachers and students? This exploratory analysis interprets written geometry textbooks as mathematical stories in order to understand the content design curriculum as a mathematical genre. Three distinct sequences of content found in recent U.S. geometry textbooks are highlighted and compared with that of Euclid's Elements due to its large influence on geometry curriculum (Sinclair, 2008). This study employs a framework theorized in Dietiker (2013), which metaphorically positions mathematical objects as characters, procedures as actions, and representations as settings. Thus, the mathematical content in textbooks is interpreted as an art form, defining the changes of mathematical content in a sequence as mathematical events and the rhythm of raising and answering questions as its mathematical plot. Curricular reform, then, is recast as changes to previous stories, which involve changes in emphasis, form, characters, and plot. This analysis raises new questions about the sequential structure of content within geometry curricula and identifies potential reasons reformed curricula are resisted or misunderstood by teachers.
Erfasst von	Leibniz-Institut für Bildungsmedien \| Georg-Eckert-Institut (GEI), Braunschweig
Update	2017/1