教科书分析的方法论建议

IF 0.3 Q4 MATHEMATICS

Mathematics Enthusiast Pub Date : 2022-01-01 DOI:10.54870/1551-3440.1555

Marilena Bittar

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引用次数: 3

摘要

关于教科书的研究在不同的国家进行，目的也不同，其中包括一系列试图了解这些书籍在其文本中传达的内容的研究。这种类型的调查提供了一种观点，认为教科书是为拟议课程提供实质性的东西，是一种接近所教授知识和/或确定有助于理解某些学习困难和持续错误的原因的因素。自21世纪初以来，我指导了一些研究，旨在了解巴西基础教育教科书中提出了什么样的数学，以及如何提出数学。经过几年的研究，我在人类学教学理论的基础上提出了一个教科书分析模型。该模型由以下步骤组成，不一定是线性的:构建分析语料库，在课程部分材料中出现的数学行为学建模，对建议的活动进行数学分析，教学行为学建模，以及三角测量数据。本文提出了这个模型，说明了它与我监督的研究，显示了分析开发的模型的相关性。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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A METHODOLOGICAL PROPOSAL FOR TEXTBOOK ANALYSIS

Research on textbooks has been carried out in different countries and with different purposes, including a set of studies that seek to know what those books convey in their texts. This type of investigation gives a view of the textbook as something that gives materiality to the proposed curriculum as a way to approach the knowledge taught and/or to identify elements that contribute to understanding reasons for some learning difficulties and persistent errors. Since the early 2000s, I have guided research studies that seeks to understand what kind of mathematics is proposed in textbooks intended for Brazilian basic education and how it is proposed. After a few years of this work, I outlined a model for textbook analysis based on elements of the anthropological theory of the didactic. This model consists of the following, not necessarily linear, steps: constituting the corpus for the analysis, the modellation of mathematical praxeologies present in the Course part of the material, doing the mathematical analysis of the Activities Proposed, the modellation of Didactic Praxeologies, and Triangulating data. This text presents this model, illustrating it with research studies I supervised, showing the relevance of the model of analysis developed.

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来源期刊

Mathematics Enthusiast MATHEMATICS-

CiteScore

1.40

自引率

0.00%

发文量

期刊介绍： The Mathematics Enthusiast (TME) is an eclectic internationally circulated peer reviewed journal which focuses on mathematics content, mathematics education research, innovation, interdisciplinary issues and pedagogy. The journal exists as an independent entity. The electronic version is hosted by the Department of Mathematical Sciences- University of Montana. The journal is NOT affiliated to nor subsidized by any professional organizations but supports PMENA [Psychology of Mathematics Education- North America] through special issues on various research topics. TME strives to promote equity internationally by adopting an open access policy, as well as allowing authors to retain full copyright of their scholarship contingent on the journals’ publication ethics guidelines. Authors do not need to be affiliated with the University of Montana in order to publish in this journal. Journal articles cover a wide spectrum of topics such as mathematics content (including advanced mathematics), educational studies related to mathematics, and reports of innovative pedagogical practices with the hope of stimulating dialogue between pre-service and practicing teachers, university educators and mathematicians. The journal is interested in research based articles as well as historical, philosophical, political, cross-cultural and systems perspectives on mathematics content, its teaching and learning. The journal also includes a monograph series on special topics of interest to the community of readers.