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Algebra-related tasks in primary school textbooks. (English)
Nicol, Cynthia (ed.) et al., Proceedings of the 38th conference of the International Group for the Psychology of Mathematics Education “Mathematics education at the edge", PME 38 held jointly with the 36th conference of PME-NA, Vancouver, Canada, July 15‒20, 2014, Vol. 2. [s. l.]: International Group for the Psychology of Mathematics Education (ISBN 978-0-86491-360-9/set; 978-0-86491-362-3/v.2). 369-376 (2014).
Summary: Even though there is growing consensus for engaging primary students with early algebraic ideas, there is limited research knowledge about the relevant learning opportunities designed in textbooks. Textbooks are considered to play an important role in what is happening in classrooms, especially in educational contexts where classroom instruction relies heavily on textbooks. An analytic framework was developed to identify the opportunities designed in textbooks for engaging students with algebra-related tasks and to examine the respective guidance (or lack thereof) in the accompanying teacher guidebooks. The framework was used to analyse a primary textbook series for grades 4‒6 and relevant findings are presented. Implications for textbook design, research, and practice are discussed in light of these findings.
Classification: U22 U23
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