Teacher-Textbook Relationships in Mathematics in Contexts of Limited Resources

Autor/in	Leshota, Moneoang
Titel	Teacher-Textbook Relationships in Mathematics in Contexts of Limited Resources
Quelle	In: African Journal of Research in Mathematics, Science and Technology Education, 24 (2020) 3, S.375-386 (12 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Leshota, Moneoang)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1029-8457
DOI	10.1080/18117295.2020.1847833
Schlagwörter	Textbooks; Mathematics Instruction; Intervention; Teaching Methods; Sociocultural Patterns; Instructional Design; Grade 10; High School Teachers; Mathematics Teachers; Creativity; Teacher Attitudes; Course Content; Foreign Countries; South Africa + Suchen Sie Ihr Suchwort? Textbook; Text book; Schulbuch; Lehrbuch; Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Soziokulturelle Theorie; Lesson concept; Lessonplan; Unterrichtsentwurf; High school; High schools; Teacher; Teachers; Oberschule; Lehrer; Lehrerin; Lehrende; Mathematics; Mathematik; Kreativität; Lehrerverhalten; Kursprogramm; Ausland; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	This paper examines how seven teachers working in contexts of limited resources used the prescribed textbook for teaching, and the kinds of teacher-textbook relationships forged in the interactions. The study employs a sociocultural perspective to explore the processes by which teachers mobilise the affordances of the textbook to the teacher's practice, thereby advancing a particular way for studying and understanding better the teacher-textbook relationships in particular contexts. A methodological approach aggregating results for all teachers and looking for patterns of mobilisation across teachers allowed for the analysis of patterns of mobilisation regardless of the teacher. Findings point to generally tacit use of the textbook and a need for intervention on textbook use by teachers. The study makes recommendations for the production of educative guides as well as further research on the perceived role of the textbook in the teacher's practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01