Uporaba učbenikov za matematiko v osnovnih šolah: vzorci, preference in zaznave
Povzetek
Učbeniki so ključno učno gradivo in imajo osrednjo vlogo pri oblikovanju pouka v razredu, zlasti v sistemih, v katerih njihovo uporabo predpisuje izobraževalna politika. Ta študija zato preučuje, kako osnovnošolski učitelji uporabljajo takšne predpisane učbenike pri pouku matematike. V anketi, v kateri je sodelovalo 294 učiteljev, smo raziskovali: i) pogostost in način uporabe učbenikov; ii) merila, ki jih učitelji upoštevajo pri izbiri med odobrenimi učbeniki; iii) njihove zaznave kakovosti učbenikov. Izsledki kažejo, da učbeniki sicer ostajajo prevladujoče učno gradivo, vendar jih veliko učiteljev dopolnjuje z dodatnim gradivom. Najvplivnejša merila pri izbiri so: didaktični namen učbenika, njegova usklajenost z učnim načrtom ter jasnost in raznolikost rešenih primerov in nalog. Čeprav so bili anketiranci na splošno zadovoljni z zdajšnjimi učbeniki, so poudarili tudi nekatere pomanjkljivosti: naloge, ki so za nekatere starostne skupine prezahtevne, omejena raznolikost vrst nalog in tehnične omejitve v digitalnih izdajah. Ugotovitve prispevajo k raziskavam o izvajanju kurikuluma, saj kažejo, kako učiteljeva izbira in odločitve posredujejo pri uporabi predpisanih učbenikov za matematiko, ter ponujajo vpoglede, pomembne za razvoj učbenikov in izobraževalnih politik v centralno reguliranih sistemih.
Prenosi
Literatura
Act on textbooks and other educational materials for primary and secondary school. (2018). The Official Gazette of the Republic of Croatia, 116/2018. https://narodne-novine.nn.hr/clanci/sluzbeni/2018_12_116_2288.html
Adams, G., Boylan, M., Chronaki, A., Otieno, H., & Wright, P. (2021). Mathematics teacher agency. In D. Kollosche (Ed.), Exploring new ways to connect: Proceedings of the Eleventh International Mathematics Education and Society Conference (Vol. 1, pp. 95–98). Tredition. https://doi.org/10.5281/zenodo.5385359
Andrade, L. V., Jacinto, H., & Amaral, R. B. (2023). Mathematics teacher knowledge activated when choosing a textbook. In P. Drijvers, C. Csapodi, H. Palmér, K. Gosztonyi, & E. Kónya (Eds.), Proceedings of the Thirteenth Congress of the European Society for Research in Mathematics Education (pp. 4077–4084). Alfréd Rényi Institute of Mathematics and ERME.
Çakıroğlu, E., Kohanová, I., İşler-Baykal, I., Slavíčková, M., Di Paola, B., Michal, J., & Høynes, S. M. (2023). Mathematics teachers’ uses of resources in the context of teaching reasoning-and-proving: Insights from a cross-national study. In P. Drijvers, C. Csapodi, H. Palmér, K. Gosztonyi, & E. Kónya (Eds.), Proceedings of the Thirteenth Congress of the European Society for Research in Mathematics Education (pp. 4109–4116). Alfréd Rényi Institute of Mathematics and ERME.
Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches (4th ed.). Sage.
Divjak, B., & Pažur Aničić, K. (2019). Preparation, monitoring and evaluation of the comprehensive curricular reform experimental programme „School for Life“. Ministry of Science and Education of the Republic of Croatia.
Domović, V., Glasnović Gracin, D., & Jurčec, L. (2012). Korištenje matematičkih udžbenika obzirom na spol i godine staža učitelja matematike [Use of mathematics textbooks according to gender and years of experience of mathematics teachers]. Napredak: Časopis za interdisciplinarna istraživanja u odgoju i obrazovanju, 153(2), 153–170.
Engledowl, C., Webel, C., & Yeo, S. (2021). Profiles of elementary teachers’ use of mathematics curriculum materials and the influence of teacher expertise. International Electronic Journal of Mathematics Education, 16(2), Article em0626. https://doi.org/10.29333/iejme/9702
Fan, L., Cheng, J., Xie, S., Luo, J., Wang, Y., & Sun, Y. (2021). Are textbooks facilitators or barriers for teachers’ teaching and instructional change? An investigation of secondary mathematics teachers in Shanghai, China. ZDM Mathematics Education, 53(6), 1313–1330. https://doi.org/10.1007/s11858-021-01306-6
Glasnović Gracin, D. (2018). Requirements in mathematics textbooks: A five-dimensional analysis of textbook exercises and examples. International Journal of Mathematical Education in Science and Technology, 49(7), 1003–1024. https://doi.org/10.1080/0020739X.2018.1431849
Glasnović Gracin, D., & Jukić Matić, Lj. (2021). Use of textbooks and other resources in curriculum reform: A longitudinal case study. ZDM – Mathematics Education, 53(6), 1373–1385. https://doi.org/10.1007/s11858-021-01271-0
Glasnović Gracin, D., & Krišto, A. (2022). Differences in the requirements of digital and printed mathematics textbooks: Focus on geometry chapters. Center for Educational Policy Studies Journal, 12(2), 95–117. https://doi.org/10.26529/cepsj.1285
Gustafsson, M., van Bommel, J., & Liljekvist, Y. (2024). Resources for planning and teaching mathematics: A Swedish upper-secondary school case study. Journal of Curriculum Studies, 56(1), 88–106. https://doi.org/10.1080/00220272.2023.2281912
Han, C., & Lim, W. (2022). Elementary textbook adoption process and teacher decisions. The Mathematical Education, 61(2), 221–237. https://doi.org/10.7468/MATHEDU.2022.61.2.221
Jukić Matić, Lj. (2019). The teacher as a lesson designer. Center for Educational Policy Studies Journal, 9(2), 139–160. https://doi.org/10.26529/cepsj.722
Marks, R., Hodgen, J., & Hodgen, E. (2023). The prevalence and use of textbooks and curriculum resources in primary mathematics in England. Nuffield Foundation. https://www.nuffieldfoundation.org/wp-content/uploads/2023/03/Nuffield-Textbooks-and-curriculum-resources-in-primary-mathematics-report-FINAL.pdf
Ministry of Science and Education of the Republic of Croatia. (2019). Kurikulum za nastavni predmet Matematike za osnovne škole i gimnazije u Republici Hrvatskoj [Curriculum of the school subject Mathematics for compulsory education and grammar schools]. https://narodne-novine.nn.hr/clanci/sluzbeni/2019_01_7_146.html
Norberg, M. (2023). Young students’ meaning-making when working with mathematics textbooks – A multimodal study focusing on the designed and the discovered. Research in Mathematics Education, 25(2), 194–218. https://doi.org/10.1080/14794802.2022.2045624
Pepin, B., Gueudet, G., & Trouche, L. (2013). Investigating textbooks as crucial interfaces between culture, policy and teacher curricular practice: Two contrasted case studies in France and Norway. ZDM Mathematics Education, 45(5), 685–698. https://doi.org/10.1007/s11858-013-0526-2
Polly, D. (2017). Elementary school teachers’ uses of mathematics curricular resources. Journal of Curriculum Studies, 49(2), 132–148. https://doi.org/10.1080/00220272.2016.1154608
Priestley, M., Biesta, G. J. J., Philippou, S., & Robinson, S. (2015). The teacher and the curriculum: Exploring teacher agency. In D. Wyse, L. Hayward, & J. Pandya (Eds.), The SAGE handbook of curriculum, pedagogy and assessment (pp. 187–201). Sage.
Raymond, K. M. (2021). Teachers’ daily practices with curriculum materials: Toward a transactional view of the curriculum system. School Science and Mathematics, 121, 509–519.https://doi.org/10.1111/ssm.12499
Remillard, J., Condon, L., Koljonen, T., Krzywacki, H., & Sayuj, R. (2024). Teacher agency and the use of curriculum materials across cultural contexts. In T. Evans, O. Marmur, J. Hunter, G. Leach, & J. Jhagroo (Eds.), Proceedings of the 47th Conference of the International Group for the Psychology of Mathematics Education (Vol. 4, pp. 57–64). PME.
Remillard, J. T., & Heck, D. J. (2014). Conceptualizing the curriculum enactment process in mathematics education. ZDM Mathematics Education, 46(5), 705–718. https://doi.org/10.1007/s11858-014-0600-4
Saldaña, J. (2015). The coding manual for qualitative researchers. Sage.
Valverde, G. A., Bianchi, L. J., Wolfe, R. G., Schmidt, W. H., & Houang, R. T. (2002). According to the book: Using TIMSS to investigate the translation of policy into practice through the world of textbooks. Kluwer.
van den Ham, A. K., & Heinze, A. (2018). Does the textbook matter? Longitudinal effects of textbook choice on primary school students’ achievement in mathematics. Studies in Educational Evaluation, 59, 133–140. https://doi.org/10.1016/j.stueduc.2018.07.005
Wijaya, A., Djatmiko, I. W., Sudarma, I. K., & Suwarma, I. R. (2024). The impact of digital mathematics textbooks on teacher–student interaction: Evidence from behavioral sequence analysis. Education and Information Technologies, 29(1), 113–135. https://doi.org/10.1007/s10639-023-11937-9
Wijaya, T. T., Zhou, Y., Houghton, T., Weinhandl, R., Lavicza, Z., & Yusop, F. D. (2022). Factors affecting the use of digital mathematics textbooks in Indonesia. Mathematics, 10(11), Article 1808. https://doi.org/10.3390/math10111808
Authors who publish with this journal agree to the following terms:
- Authors are confirming that they are the authors of the submitted article, which will be published online in the Center for Educational Policy Studies Journal (for short: CEPS Journal) by University of Ljubljana Press (University of Ljubljana, Faculty of Education, Kardeljeva ploščad 16, 1000 Ljubljana, Slovenia). The Author’s/Authors’ name(s) will be evident in the article in the journal. All decisions regarding layout and distribution of the work are in the hands of the publisher.
- The Authors guarantee that the work is their own original creation and does not infringe any statutory or common-law copyright or any proprietary right of any third party. In case of claims by third parties, authors commit themselves to defend the interests of the publisher, and shall cover any potential costs.
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under https://creativecommons.org/licenses/by/4.0/deed.en that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
