Handbooks and the Use of Contexts

Kenza Chaari, My Ismail Mamouni, Naceur Achtaiche

Abstract

In this work, we focus on using contexts in some French and the Moroccan handbooks to reveal how the contextualization is used in learning situations and if it is to reach the skills and objectives fixed by the official guidelines. For this aim, we will proceed in two major steps. Firstly, the theoretical part analyzes the pertinence of contextualization to issue an interpretation. Secondly, an experimental part consists in putting into practice all the conclusions and the interpretations from the first part. We will rely on a data collection grid that allows us to measure several criteria and obtain some indicators about using the contexts in the French and Moroccan textbooks. We conclude that the Moroccan textbooks "do not contextualize enough" but stand out by varying the time distribution of the proposed activities. On the contrary, the French textbooks offer a sufficient number of real contexts. However, an effort should be made in their time distribution. This can help textbook writers to improve or think about the mathematics teaching methods.

 


Keywords: mathematics education, contexts, textbook analysis, algebra.

 

https://doi.org/10.55463/issn.1674-2974.49.4.37

 

 


Full Text:

PDF


References


TOLMAN M. N., HARDY G. R., and SUDWEEKS R. R. Current science textbook use in the United States. Science and the Children, 1998, 44: 22-45.

DOUGLAS P., and NEWTON D. Could elementary mathematics textbooks help give attention to reasons in the classroom? Educational Studies in Mathematics, 2007, 64(1): 69–84. https://doi.org/10.1007%2Fs10649-005-9015-z

ORGANISATION FOR ECONOMIC CO-OPERATION AND DEVELOPMENT. PISA 2003 Assessment Framework: Mathematics, Reading, Science and Problem Solving Knowledge and Skills. Organisation for Economic Co-operation and Development, Paris, 2003. https://doi.org/10.1787/9789264101739-en

VAN DEN HEUVEL-PANHUIZEN M. The role of contexts in assessment problems in mathematics. For the Learning of Mathematics, 2005, 25(2): 2–9. https://flm-journal.org/Articles/1957A5517A35A04A1E9F6310B923E0.pdf

AVCU R. A Cross-National Comparison of Turkish and American Mathematics Textbooks in Terms of Fraction Division Task Contexts. International Online Journal of Educational Sciences, 2018, 10(4): 88-106. https://doi.org/10.15345/IOJES.2018.04.005

WIJAYA A., VAN DEN HEUVEL-PANHUIZEN M., and DOORMAN M. Teachers‟ teaching practices and beliefs regarding context-based tasks and their relation with students‟ difficulties in solving these tasks. Mathematics Education Research Journal, 2015, 27(4): 637–662. https://doi.org/10.1007/s13394-015-0157-8

COOPER B., and HARRIES T. Children's responses to contrasting `realistic' mathematics problems: Just how realistic are children ready to be? Educational Studies in Mathematics, 2002, 49: 1–23. https://doi.org/10.1023/A:1016013332659

KURZ T. L., and BATARELO I. Using anchored instruction to evaluate mathematical growth and understanding. Journal of Educational Technology Systems, 2005, 33(4): 421-436.

LI Y., and SILVER E. A. Can younger students succeed where older students fail? An examination of third graders„ solutions of a division-with-remainder (DWR) problem. Journal of Mathematical Behavior, 2000, 19(2): 233-246. https://doi.org/10.1016/S0732-3123%2800%2900046-8

SHARP J., and ADAMS B. Children„s constructions of knowledge for fraction division after solving realistic problems. The Journal of Educational Research, 2002, 95(6): 333-347. https://doi.org/10.1080/00220670209596608

CHOI J.-I., and HANNAFIN M. Situated cognition and learning environments: roles, structures, and implications for design. Educational Technology Research and Development, 1995, 43(2): 53-69. https://doi.org/10.1007/BF02300472

CABASSUT R. Argumentation and proof in examples taken from French and German textbooks. In: BOSCH M. (ed.) Proceedings of the Fourth Congress of the European Society for Research in Mathematics Education, 2005, pp. 391–400. http://www.erme.tu-dortmund.de/~erme/CERME4/CERME4_WG4.pdf

CHOI B., PANG J., SONG K., HWANG H., GU M., and LEE S. A comparative analysis of elementary mathematics textbooks of Korea and Singapore: Focused on the geometry and measurement strand. School Mathematics, 2006, 8(1): 45-68.

CHAACHOUA H. Le rôle de l'analyse des manuels dans la théorie anthropologique du didactique, 2014. https://hal.archives-ouvertes.fr/hal-01519339/document

CABASSUT R. Argumentation and proof in examples taken from French and German textbooks. In: BOSCH M. (ed.) Proceedings of the Fourth Congress of the European Society for Research in Mathematics Education, 2005, pp. 391–400. http://www.erme.tu-dortmund.de/~erme/CERME4/CERME4_WG4.pdf

PANG J. S. Design and implementation of Korean mathematics textbooks. In: USISKIN Z., and WILLMORE E. (eds.) Mathematics curriculum in Pacific Rim countries, China, Japan, Korea, and Singapore. Information Age, Charlotte, North Carolina, 2008: 95–125. https://books.google.ru/books?hl=en&lr=&id=L_wnDwAAQBAJ&oi=fnd&pg=PA95&ots=IZmp_gD3I_&sig=ZvDLhZe9f581pnYKDaeSIYC48hw&redir_esc=y#v=onepage&q&f=false

VERGNAUD G. Multiplicative structures. In: HIEBERT J., and BEHR M. J. (eds.) Number concepts and operations in the middle grades, Vol. 2. National Council of Teachers of Mathematics, Hillsdale, Michigan, 1988: 141–161.

YANG D., TSENG Y., and WANG T. A Comparison of Geometry Problems in Middle-Grade Mathematics Textbooks from Taiwan, Singapore, Finland, and the United States. Eurasia Journal of Mathematics, Science and Technology Education, 2017, 13(7): 2841-2857. https://doi.org/10.12973/eurasia.2017.00721a

COTNOIR A. J. Antisymmetry and non-extensional mereology. Philosophical Quarterly, 2010, 60(239): 396–405. https://doi.org/10.1111/j.1467-9213.2009.649.x

CALDWELL J. H. Syntax, content, and context variables in instruction. In: GOLDING C., and MCCLINTOCK C. (eds.) Task variables in mathematical problem solving. The Franklin Institute Press, Philadelphia, Pennsylvania, 1984: 379-413. https://files.eric.ed.gov/fulltext/ED178366.pdf

WEBB N. Content and context variables in problem tasks. In: GOLDING C., and MCCLINTOCK C. (eds.) Task variables in mathematical problem solving. The Franklin Institute Press, Philadelphia, Pennsylvania, 1984: 69-102.

MAURER T., and TARULLI B. Investigation of perceived environment, perceived outcome, and person

variables in relationship to voluntary development activity by employees. Journal of Applied Psychology, 1994, 79: 3–14. http://dx.doi.org/10.1037/0021-9010.79.1.3

HUANG H.-M. E. The impact of context on children‟s performance in solving everyday mathematical problems with real-world settings. Journal of Research in Childhood Education, 2004, 18(4): 278-292. https://doi.org/10.1080/02568540409595041

KOEDINGER K. R., and NATHAN M. J. The real story behind story problems: effects of representations on quantitative reasoning. The Journal of the Learning Sciences, 2004, 13(2): 129-164. https://doi.org/10.1207/s15327809jls1302_1

DOERR H. M., and ENGLISH L. D. A modeling perspective on students‟ mathematical reasoning about data. Journal for Research in Mathematics Education, 2003, 34(2): 110-136. http://dx.doi.org/10.2307/30034902

FORMAN S. L., and STEEN L. A. Making authentic mathematics work for all students. In: BESSOT A., and RIDGWAY J. (eds.) Education for mathematics in the workplace. Kluwer Academic Publishing, Dordrecht, 2000: 3-13. https://doi.org/10.1007/0-306-47226-0_10

HERRINGTON J., and OLIVER R. An instructional design framework for authentic environments. Educational Technology, Research and Development, 2000, 48(3): 23-48. http://dx.doi.org/10.1007/BF02319856

PAPE S. J. Middle school children‟s problem-solving behavior: a cognitive analysis from a reading comprehension perspective. Journal for Research in Mathematics Education, 2004, 35(3): 187-219. https://doi.org/10.2307/30034912

SIMPSON A., and ZAKERIA N. Making the connection: procedural and conceptual students‟ use of linking words in solving problems. Proceedings of the 28th Conference of the International Group for the Psychology of Mathematics Education, 2004, pp. 201-208. https://emis.univie.ac.at//proceedings/PME28/RR/RR012_Simpson.pdf

NUNOKAWA K. Mathematical problem solving and learning mathematics: what we expect students to obtain. Journal of Mathematical Behavior, 2005, 24: 325-340. http://dx.doi.org/10.1016/j.jmathb.2005.09.002

LAVE J. Cognition in Practice. Cambridge University Press, Cambridge, 1988.

SPRING. Realia and contextualization, 2010. http://gaining.educ.msu.edu/resources/node/422

PERIN D. Facilitating Student Learning Through Contextualization: A Review of Evidence. Community College Review, 39(3): 268-295. https://doi.org/10.1177%2F0091552111416227

CAI K., JIN Y., YUE H., and HUANG H. Analysis of the Learning Mode of an Elaborate Resource Sharing Course. International Journal of Emerging Technologies in Learning, 2016, 11: 66–70. https://dx.doi.org/10.3991/ijet.v11i09.6110


Refbacks

  • There are currently no refbacks.