The textbook-in-use: students' utilization schemes of mathematics textbooks related to self-regulated practicing.

Autor/in	Rezat, Sebastian
Titel	The textbook-in-use: students' utilization schemes of mathematics textbooks related to self-regulated practicing.
Quelle	In: ZDM : mathematics education, 45 (2013) 5, S. 659-670 PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	1863-9690; 1863-9704
DOI	10.1007/s11858-013-0529-z
Schlagwörter	Schulbuch; Mathematikunterricht; Entwicklung; Nutzung; Praxis; Verwertung
Abstract	This paper presents a qualitative study on how students make use of their mathematics textbooks for practicing. The study was carried out in two German secondary schools with 74 students (44 in 6th and 30 in 12th grade). Students' utilization of textbooks for practicing is analyzed using the theoretical framework of instrumental genesis. The results indicate that students' choices of contents from the book for practicing can be categorized into three utilization schemes: position-dependent practicing, block-dependent practicing, and salience-dependent practicing. In terms of position-dependent practicing the relative position of the textbook's contents to teacher-mediated sections guides the students' choice. Block-dependent practicing relates to the use of contents from the book that belong to particular blocks. Finally, salience-dependent practicing is a utilization scheme of the book where students' choice is guided by perceptual salience of the book contents. These findings both show how textbook users are influenced by the way mathematics is presented in textbooks and provide insights into students' conceptions of practicing mathematics.
Erfasst von	FIZ Karlsruhe - Leibniz-Institut für Informationsinfrastruktur
Update	2014/2