id: 06542658
dt: a
an: 2016b.00956
au: Yerushalmy, Michal
ti: E-textbooks for mathematical guided inquiry: design of tasks and task
sequences.
so: Watson, Anne (ed.) et al., Task design in mathematics education. An ICMI
study 22. Based on the conference, Oxford, UK, July 2013. Cham:
Springer (ISBN 978-3-319-09628-5/hbk; 978-3-319-09629-2/ebook). New
ICMI Study Series, 229-247 (2015).
py: 2015
pu: Cham: Springer
la: EN
cc: U20 U70 D50 D30
ut: digital textbook authority; non-sequential textbook; task sequencing;
guided inquiry; interactive diagram; algebra curriculum; VisualMath
algebra
ci:
li: doi:10.1007/978-3-319-09629-2_7
ab: Summary: In most educational systems, the textbook remains the core
external authority. However, as textbooks rapidly change from print to
digital formats, it is assumed that the ways in which they will be used
will also change. In this situation, the main challenge is to rethink
the sets of concepts and images used to guide us in thinking about the
structure of traditional printed textbooks and to consider the
consequences of interactivity, multimodality, and personalization on
the design and structure of use ‒ primarily the teacher. By briefly
addressing the traditional roles and images of textbooks, this paper
analyzes the challenge of teaching with textbooks while attempting to
guide mathematical inquiry. It then describes common notions concerning
the interactivity of digital textbooks. It continues to discuss in
three parts the affordances of interactive digital textbooks and to
demonstrate examples of central design decisions reflected in the
VisualMath algebra textbook: (a) constructing tasks around interactive
diagrams that provide students with ways to explore, (b) suggesting a
visual semiotic framework for typifying interactions within
technology-based textbooks, and (c) offering multiplicity of ways to
sequence units that respond to the principal objects and operations of
the mathematics to be learned.
rv: