How High School Mathematics Teachers Use New Textbook : A Case Study from China
2
조회
0
다운로드
0
인용
0
참고문헌
키워드
초록
In this paper, we propose a theoretical framework for Chinese high school mathematics teachers use new textbooks based on the work of Remillard (1999) and Chau (2014). Based on this framework, a multiple case approach was used to investigate how two high school mathematics teachers from Shanghai use new textbooks. The results suggest that in the curriculum mapping arena, both the novice teacher and the expert teacher often planned to appropriate the unit content, and sometimes planned to add supplemental content. When organizing the unit content, novice teacher always planned to follow the new textbook in sequence, while expert teacher often would follow the new textbook in sequence, but sometimes planned to rearrange the unit content. In the design arena, both the novice teacher and the expert teacher tended to appropriate the introduced tasks and definitions. The novice teacher often planned to appropriate the example problems and exercise problems, while the expert teacher often intended to flexibly use the example problems and exercise problems. In the construction arena, the novice teacher seldom adjusted the planned tasks; in contrast, the expert teacher adjusted the planned tasks more frequently. In the reflection arena, the novice teacher often thought she should improve the mathematics tasks, while the expert teacher almost always thought he needed to improve the mathematics tasks. The framework shown in this paper provides a tool to investigate how mathematics teachers use textbooks.
Abstract
In this paper, we propose a theoretical framework for Chinese high school mathematics teachers use new textbooks based on the work of Remillard (1999) and Chau (2014). Based on this framework, a multiple case approach was used to investigate how two high school mathematics teachers from Shanghai use new textbooks. The results suggest that in the curriculum mapping arena, both the novice teacher and the expert teacher often planned to appropriate the unit content, and sometimes planned to add supplemental content. When organizing the unit content, novice teacher always planned to follow the new textbook in sequence, while expert teacher often would follow the new textbook in sequence, but sometimes planned to rearrange the unit content. In the design arena, both the novice teacher and the expert teacher tended to appropriate the introduced tasks and definitions. The novice teacher often planned to appropriate the example problems and exercise problems, while the expert teacher often intended to flexibly use the example problems and exercise problems. In the construction arena, the novice teacher seldom adjusted the planned tasks; in contrast, the expert teacher adjusted the planned tasks more frequently. In the reflection arena, the novice teacher often thought she should improve the mathematics tasks, while the expert teacher almost always thought he needed to improve the mathematics tasks. The framework shown in this paper provides a tool to investigate how mathematics teachers use textbooks.
참고문헌 (51)
- Kristen N. Bieda, "Enacting Proof-Related Tasks in Middle School Mathematics: Challenges and Opportunities", Journal for Research in Mathematics Education, 41(4), pp.351~382 (2010), National Council of Teachers of Mathematics[DOI]
- Hilda Borko, "Cognition and Improvisation: Differences in Mathematics Instruction by Expert and Novice Teachers", American Educational Research Journal, 26(4), pp.473~498 (1989), American Educational Research Association (AERA)[DOI]
- Jinfa Cai, "Curricular effect on the teaching and learning of mathematics: Findings from two longitudinal studies in China and the United States", International Journal of Educational Research, 50(2), pp.63~64 (2011), Elsevier BV[DOI]
- Chau, Y., "Teachers’ use of senior secondary Geography textbooks in Hong Kong:Implications for meaningful learning", Doctoral, pp.2014
- Chen, W., "Transition from textbook to classroom instruction in Mathematics : The case of an expert Chinese teacher", Frontiers of Education in China, 13(4), pp.601~632 (2018)[DOI]
- Eisenmann, T., "Enacted types of algebraic activity in different classes taught by the same teacher", International Journal of Science and Mathematics Education, 9(4), pp.867~891 (2011)[DOI]
- Lianghuo Fan, "Textbook research as scientific research: towards a common ground on issues and methods of research on mathematics textbooks", ZDM Mathematics Education, 45(5), pp.765~777 (2013), Springer Science and Business Media LLC[DOI]
- Fan, L., "How Chinese learn mathematics: Perspectives from insiders", pp.228~261 (2004), World Scientific
- Fan, L., "The influence of textbooks on teaching strategies : An empirical study", Mid-Western Educational Researcher, 13(4), pp.2~9 (2000)
- Lianghuo Fan, "Representation of problem-solving procedures: A comparative look at China, Singapore, and US mathematics textbooks", Educational Studies in Mathematics, 66(1), pp.61~75 (2007), Springer Science and Business Media LLC[DOI]
- Lianghuo Fan, "Textbook research in mathematics education: development status and directions", ZDM, 45(5), pp.633~646 (2013), Springer Science and Business Media LLC[DOI]
- Lianghuo Fan, "Are textbooks facilitators or barriers for teachers’ teaching and instructional change? An investigation of secondary mathematics teachers in Shanghai, China", ZDM – Mathematics Education, 53(6), pp.1313~1330 (2021), Springer Science and Business Media LLC[DOI]
- Freeman, D. J., "Do textbooks dictate the content of mathematics instruction in elementary schools", American Educational Research Journal, 26(3), pp.403~421 (1989)[DOI]
- Dubravka Glasnović Gracin, "Use of textbooks and other resources in curriculum reform. A longitudinal case study", ZDM – Mathematics Education, 53(6), pp.1373~1385 (2021), Springer Science and Business Media LLC[DOI]
- Gu, L., "Reform in teaching task", Research in Educational Development, (10), pp.5~12 (2001)
- Geoffrey Howson, "The development of mathematics textbooks: historical reflections from a personal perspective", ZDM Mathematics Education, 45(5), pp.647~658 (2013), Springer Science and Business Media LLC[DOI]
- Jane M. Keiser, "The Clock Is Ticking: Time Constraint Issues in Mathematics Teaching Reform", The Journal of Educational Research, 90(1), pp.23~31 (1996), Informa UK Limited[DOI]
- Fanzhe Kong, "Process analysis and level measurement of textbooks use by teachers", Frontiers of Education in China, 4(2), pp.268~285 (2009), Springer Science and Business Media LLC[DOI]
- Yeping Li, "Mathematics teachers’ practices and thinking in lesson plan development: a case of teaching fraction division", ZDM Mathematics Education, 41(6), pp.717~731 (2009), Springer Science and Business Media LLC[DOI]
- Gwendolyn Monica Lloyd, "School mathematics curriculum materials for teachers’ learning: future elementary teachers’ interactions with curriculum materials in a mathematics course in the United States", ZDM Mathematics Education, 41(6), pp.763~775 (2009), Springer Science and Business Media LLC[DOI]
- Lloyd, G. M., "Mathematics teachers at work: Connecting curriculum materials and classroom instruction", pp.3~14 (2009), Routledge
- Xiaoli Lu, "Teacher agency for integrating history into teaching mathematics in a performance-driven context: a case study of a beginning teacher in China", Educational Studies in Mathematics, 106(1), pp.25~44 (2020), Springer Science and Business Media LLC[DOI]
- Ma, L., "Knowing and teaching elementary mathematics: Teachers’ understanding of fundamental mathematics in China and the United States" (1999), Lawrence Erlbaum
- McNaught, M. D., "Conceptualizing and measuring fidelity of implementation of secondary mathematics textbooks: Results of a three-year study", Paper presented at the annual meeting of the American Educational Research Association (2010)
- Ministry of Education of China, (2018), People’s Education Press
- Ministry of Education of China, "High school mathematics curriculum standards" (2018), People’s Education Press
- C. C. Nicol, "Learning to Teach with Mathematics Textbooks: How Preservice Teachers Interpret and Use Curriculum Materials", Educational Studies in Mathematics, 62(3), pp.331~355 (2006), Springer Science and Business Media LLC[DOI]
- Samuel Obara, "CLASSROOM EXPERIENCES WITH NEW CURRICULUM MATERIALS DURING THE IMPLEMENTATION OF PERFORMANCE STANDARDS IN MATHEMATICS: A CASE STUDY OF TEACHERS COPING WITH CHANGE", International Journal of Science and Mathematics Education, 8(2), pp.349~372 (2009), Springer Science and Business Media LLC[DOI]
- Birgit Pepin, "Mathematics textbooks and their use in English, French and German classrooms:", Zentralblatt für Didaktik der Mathematik, 33(5), pp.158~175 (2001), Springer Science and Business Media LLC[DOI]
- Janine T. Remillard, "Curriculum Materials in Mathematics Education Reform: A Framework for Examining Teachers’ Curriculum Development", Curriculum Inquiry, 29(3), pp.315~342 (1999), Informa UK Limited[DOI]
- Janine T. Remillard, "Can Curriculum Materials Support Teachers' Learning? Two Fourth-Grade Teachers' Use of a New Mathematics Text", The Elementary School Journal, 100(4), pp.331~350 (2000), University of Chicago Press[DOI]
- Janine T. Remillard, "Examining Key Concepts in Research on Teachers’ Use of Mathematics Curricula", Review of Educational Research, 75(2), pp.211~246 (2005), American Educational Research Association (AERA)[DOI]
- Remillard, J. T., "Mapping the relationship between written and enacted curriculum:examining teachers’ decision making", Invited Lectures from the 13th International Congress on Mathematical Education, pp.483~500 (2018), Springer
- Reys, B. J., "Why mathematics textbooks matter", Educational Leadership, 61(5), pp.61~67 (2004)
- Schmidt, W. H., "A splintered vision: An investigation of US science and mathematics education" (1997), Kluwer Acadmic Publishers
- Ruthmae Sears, "Opportunities to engage with proof: the nature of proof tasks in two geometry textbooks and its influence on enacted lessons", ZDM Mathematics Education, 46(5), pp.767~780 (2014), Springer Science and Business Media LLC[DOI]
- Miriam Gamoran Sherin, "Curriculum strategy framework: investigating patterns in teachers’ use of a reform‐based elementary mathematics curriculum", Journal of Curriculum Studies, 41(4), pp.467~500 (2009), Informa UK Limited[DOI]
- Shi, N., "Key problems in the revision of high school mathematics curriculum standard", Journal of Mathematics Education, 27(1), pp.8~10 (2018)
- Ji-Won Son, "Teachers’ selection and enactment of mathematical problems from textbooks", Mathematics Education Research Journal, 27(4), pp.491~518 (2015), Springer Science and Business Media LLC[DOI]
- Stake, R. E., "Multiple case study analysis" (2013), Guilford Press
- Stein, M. K., "Second handbook of research on mathematics teaching and learning", pp.319~369 (2007), Information Age
- Strauss, A., "Handbook of qualitative research", pp.273~285 (1994), Sage
- Stylianides, G. J., "Curricular resources and classroom use: The case of mathematics" (2016), Oxford University Press
- Tarr, J. E., "The impact of middle grades mathematics curricula on student achievement and the classroom learning environment", Journal for Research in Mathematics Education, 39(3), pp.247~280 (2008)
- Thompson, D. R., "The same geometry textbook does not mean the same classroom enactment", ZDM Mathematics Education, 46(5), pp.781~795 (2014)[DOI]
- Valencia, S. W., "Curriculum materials for elementary reading : Shackles and scaffolds for four beginning teachers", The Elementary School Journal, 107(1), pp.93~120 (2006)
- Valverde, G. A., "According to the Book: Using TIMSS to Investigate the Translation of Policy into Practice Through the World of Textbooks" (2002), Kluwer
- Laura R. Van Zoest, "The role of reform curricular materials in an internship: The case of Alice and Gregory", Journal of Mathematics Teacher Education, 5(3), pp.265~288 (2002), Springer Science and Business Media LLC[DOI]
- Binyan Xu, "The development of school mathematics textbooks in China since 1950", ZDM Mathematics Education, 45(5), pp.725~736 (2013), Springer Science and Business Media LLC[DOI]
- Yang, X., "Conception and characteristics of expert mathematics teachers in China" (2014), Springer Spektrum
- Yan Zhu, "Focus on the Representation of Problem Types in Intended Curriculum: A Comparison of Selected Mathematics Textbooks from Mainland China and the United States", International Journal of Science and Mathematics Education, 4(4), pp.609~626 (2006), Springer Science and Business Media LLC[DOI]