A Textbook Analysis to Uncover the Hidden Contributors of Science and Mathematics

Autor/in	Chacón-Díaz, Lucía B.
Titel	A Textbook Analysis to Uncover the Hidden Contributors of Science and Mathematics
Quelle	In: Science & Education, 31 (2022) 1, S.193-211 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0926-7220
DOI	10.1007/s11191-021-00246-7
Schlagwörter	Textbook Evaluation; Science Education; Mathematics Education; Science History; Discourse Analysis; Disproportionate Representation; Diversity + Suchen Sie Ihr Suchwort? Naturwissenschaftliche Bildung; Mathematische Bildung; History of science; Wissenschaftsgeschichte; Diskursanalyse
Abstract	Science and mathematics are universal endeavors. However, the historical perspective of science and mathematics has been westernized across the curriculum in the USA. There is a limited number of textbook analyses centered on exploring the representation of science and mathematics under a historical standpoint. This research seeks to discuss the dominated historical viewpoints presented in the textbooks and uncover the untold historical perspectives of science and mathematics contributors from non-western regions. A discourse analysis of eleven science and mathematics textbooks published over the course of 10 years was examined under an ethnocentric and cultural imperialistic lens with a focus on the hidden curriculum. The findings reflect that science and math textbooks continue to exhibit male Eurocentric representations. This research offers counter-hegemonic discourses in the history of science and mathematics not present in the analyzed textbooks with the purpose of diversifying the scientific and mathematic historical content knowledge. By offering teachers and students with diverse perspectives of the history of science and mathematics, the curriculum becomes enriched with accurate knowledge that serves and represents all learners. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01