Imagology - a possible methodological approach to the study of narrative texts in mathematics textbooks.

Autor/in	Moraová, Hana
Titel	Imagology - a possible methodological approach to the study of narrative texts in mathematics textbooks.
Quelle	Aus: Sikorova, Zuzana (Hrsg.); Horsley, Mike (Hrsg.); Braga Garcia, Tania (Hrsg.); Rodríguez Rodríguez, Jesús (Hrsg.): Textbooks and educational media in a digital age. The thirteenth International Conference on Research on Textbooks and Educational Media, 18 - 20 September 2013, Ostrava - Czech Republic. Ostrava: IARTEM (2015) S. 35-41Verfügbarkeit
Beigaben	Literaturangaben S. 40-41
Sprache	englisch
Dokumenttyp	gedruckt; Sammelwerksbeitrag
ISBN	978-0-9943254-0-2
Schlagwörter	Curriculum; Schulbuch; Schulbuchforschung; Literaturtheorie; Mathematikunterricht; Imagologie
Abstract	The aim of this paper is to propose a methodology suitable for analysis of mathematics (but also other) textbooks. The author wants to point out that the usual analyses, focusing on the curricular content, are not sufficient. Textbooks contribute to social discourse, they are performative, their narrative texts play a significant role in cultural reproduction and also partially constitute the so-called hidden curricula (i.e. what pupils learn together with the curricular content unwittingly). Textbooks of mathematics not only tell stories about our world, they do so 'by the way'. The users and authors focus on the mathematical content, on what is to be taught and learnt, in consequence of which the non-mathematical content is somatised often unawares. In the paper the author suggests a possible methodological approach borrowed from literary theory enabling analysis of these narrative texts.
Erfasst von	Leibniz-Institut für Bildungsmedien \| Georg-Eckert-Institut (GEI), Braunschweig
Update	2023/1