Could Elementary Mathematics Textbooks Help Give Attention to Reasons in the Classroom?

Autor/inn/en	Newton, Douglas P.; Newton, Lynn D.
Titel	Could Elementary Mathematics Textbooks Help Give Attention to Reasons in the Classroom?
Quelle	In: Educational Studies in Mathematics, 64 (2007) 1, S.69-84 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1954
DOI	10.1007/s10649-005-9015-z
Schlagwörter	Foreign Countries; Textbooks; Elementary School Mathematics; Mathematics Instruction; Elementary School Teachers; Mathematics Skills; Professional Development; Elementary Education; Educational Principles; Computation; Teaching Methods; Textbook Content; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Textbook; Text book; Schulbuch; Lehrbuch; Elementare Mathematik; Schulmathematik; Mathematics lessons; Mathematikunterricht; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Elementarunterricht; Bildungsprinzip; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrbuchtext
Abstract	Trainee teachers, new and non-specialist teachers of elementary mathematics have a tendency to avoid thought about reasons in mathematics. Instead, they tend to favour the development of computational skill through the rote application of procedures, routines and algorithms. Could elementary mathematics textbooks serve as models of practice and support the professional development of these teachers? Eighteen such textbooks for use by 7 to 11-year-old children in England were examined for their potential to help teachers attend to reasons. It was found that they were unlikely to point teachers towards reasons for patterns and procedures. Although some had the potential to help in introducing and structuring a lesson, they were unlikely to induce the teacher to address matters of understanding in their discourse. Their implicit message tended to be that mathematics education is about computational skill development through routines, algorithms and practice. (Author).
Anmerkungen	Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10