Teacher guides as instruments for teaching mathematics: a case study.

Autor/in	Rezat, Sebastian
Titel	Teacher guides as instruments for teaching mathematics: a case study.
Quelle	Aus: Jones, Keith (Hrsg.): Proceedings of the International Conference on Mathematics Textbook Research and Development (ICMT-2014). Southampton: University of Southampton (2014) S. 401-406 PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Beigaben	grafische Darstellungen; Literaturangaben S. 405-406
Sprache	englisch
Dokumenttyp	online; Sammelwerksbeitrag
ISBN	978-0-85432-984-7; 978-0-85432-985-4
Schlagwörter	Sekundarbereich; Lehrerhandbuch; Schulbuch; Mathematikunterricht; Online-Publikation; Deutschland
Abstract	In Germany, teacher guides to secondary mathematics textbooks were merely solution manuals for the past 20 years. A new textbooks series for secondary school now offers a teacher guide, with a comprehensive didactical and methodological commentary to each page of the mathematics textbook. The teacher guide is structured in terms of blocks with different functions. In order to understand how teachers use these teacher guides to prepare mathematics lessons a case study with two teachers (cases) was conducted. The instrumental genesis (Rabardel) of these two cases was analysed. The study shows that among different kinds of resources the teacher guides are the most important and are heavily used for preparing mathematics lessons. However, the analysis of utilization schemes shows that both teachers show different instrumentations of the teacher guides. Whereas one teacher is clearly instrumented by the block structure of the teacher guide the other is not. Furthermore, the results indicate possible factors that are likely to be responsible for teachers' following or deviating from the textbook and the intended implementation of it.
Erfasst von	Leibniz-Institut für Bildungsmedien \| Georg-Eckert-Institut (GEI), Braunschweig
Update	2017/1