Affordances for Connecting Culture and Mathematics: Moving from Curriculum to School Textbooks

Autor/in	Madusise, Sylvia
Titel	Affordances for Connecting Culture and Mathematics: Moving from Curriculum to School Textbooks
Quelle	In: Educational Research and Reviews, 15 (2020) 9, S.564-574 (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1990-3839
Schlagwörter	Culturally Relevant Education; Mathematics Instruction; Textbooks; Textbook Evaluation; Instructional Materials; Grade 9; Secondary School Mathematics; Foreign Countries; Indigenous Knowledge; National Curriculum; Curriculum Evaluation; Mathematics Activities; South Africa + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Textbook; Text book; Schulbuch; Lehrbuch; Lehrmaterial; Lehrmittel; Unterrichtsmedien; School year 09; 9. Schuljahr; Schuljahr 09; Ausland; Curriculum; Evaluation; Curriculumevaluation; Lehrplan; Rahmenplan; Evaluierung; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Researchers have generally agreed that textbooks as a major conveyor of the curriculum play a dominant role in modern education scenes across different school subjects. The study analyzed a set of four learners' textbooks and their corresponding teachers' guides which are used as set books for teaching mathematics at Grade 9 level in South Africa. These textbooks were produced in response to the demands of the Grade R-9 National Curriculum Statement (NCS) policy document. A qualitative content analysis on how the recommendations in the policy document were further recontenxtualised in the pedagogic recontextualising field (PRF) by textbook authors into curriculum materials is presented. A vertical analysis approach was used, attending to the ways in which textbooks treat the idea of indigenous mathematical knowledge. Thus, it checks on the provided affordances for connecting culture and mathematics. Indications of affordances for connecting culture and mathematics are awash in the analyzed textbooks. However, authors had few examples from the learners' indigenous cultures but rich implementation ideas using foreign cultures. There is need for further research on where and how this indigenous mathematical knowledge can be extracted so as to be part of the textbooks' content. (As Provided).
Anmerkungen	Academic Journals. e-mail: err@academic.journals.org; e-mail: service@academicjournals.org; Web site: http://academicjournals.org/journal/ERR
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01