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Kostenfrei zugängliche Publikationen aus dem Bereich der internationalen schulischen Bildungsmedienforschung

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Subject: search.filters.subject.Mathematikunterricht

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    Proceedings of the International Conference on Mathematics Textbook Research and Development (ICMT-2014)
    (University of Southampton, 2014) Jones, Keith
    ICMT-2014, the International Conference on Mathematics Textbook Research and Development, brought together mathematics educators, textbook researchers and developers, and policy makers from different parts of the world to share their research results, development experiences and reform ideas, and discuss issues and directions concerning mathematics textbook research and development. These proceedings contain all the papers presented at the conference, including the plenary presentations and plenary panel, as well as the symposia, research papers, and workshops. This volume provides a comprehensive record of the ICMT‐2014 conference and serves as an essential reference for education researchers, practitioners, and policy makers and curriculum developers interested in mathematics textbook research and development.
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    Desigualdad de género, el currículo oculto en textos escolares chilenos
    (2014) Covacevich, Catalina; Quintela-Dávila, Gastón
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    Promoting gender equality through textbooks: a methodological guide
    (UNESCO, 2009) Brugeilles, Carole; Cromer, Sylvie
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    Mathematics textbook analysis: a study on recommended mathematics textbooks in school use in southwestern states of Nigeria
    (2014) Sunday, Afolabi Samson
    Textbook has been emphasized to be the most important tool in the teaching-learning process of Mathematics. It has been identified as one of the factors affecting students‘ learning outcomes. Few researches available on textbook rarely consider textbook analysis. Many of such have often reported paucity of research on textbooks and further research is thus recommended. This study is one of those on content analysis of Mathematics textbook. The study has provided empirical evidence on the relevance, suitability and adequacy of some recommended Mathematics textbooks in Southwestern Nigeria. Eleven features in the textbooks were analysed directly by the users (teachers). Mathematics teachers were purposively selected from two randomly selected public secondary schools in each of the senatorial districts of all the six states in southwestern geopolitical zone. The study comprised 117 Mathematics teachers as the total respondents from the 36 public secondary schools that were selected for the study. The comparison of the features was in line with the expectations of the Senior Secondary School National Mathematics Curriculum. The features were well provided for in the textbooks. The books were relevant, suitable and adequate in their provisions and capable of bringing forth desirable learning outcomes. The textbooks however, need further provision of Students‘ Workbook, Teachers‘ Guide, progressive hierarchy of tasks, multiple and attractive colours. The establishment of Textbook Standard Content Review Panel (TSCRP) was recommended to approve textbooks for school use after proper screening by this body. Years for reprint, re-editing were to be recommended by the committee or panel.
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