
06542658
a
2016b.00956
Yerushalmy, Michal
Etextbooks for mathematical guided inquiry: design of tasks and task sequences.
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 9783319096285/hbk; 9783319096292/ebook). New ICMI Study Series, 229247 (2015).
2015
Cham: Springer
EN
U20
U70
D50
D30
digital textbook authority
nonsequential textbook
task sequencing
guided inquiry
interactive diagram
algebra curriculum
VisualMath algebra
doi:10.1007/9783319096292_7
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 technologybased textbooks, and (c) offering multiplicity of ways to sequence units that respond to the principal objects and operations of the mathematics to be learned.