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Faculty of Education / Utbildningsvetenskapliga fakulteten >
Department of Education, Communication and Learning / Institutionen för pedagogik, kommunikation och lärande, IPKL (2010) >
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Mathematics textbooks for teaching
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http://hdl.handle.net/2077/27935

Title:  Mathematics textbooks for teaching 
Authors:  Sönnerhed, Wang Wei 
Issue Date:  Jun2011 
Extent:  115 
Publication type:  licentiate thesis 
Organization:  Institutionen för pedagogik, kommunikation och lärande 
Keywords:  mathematics textbooks school algebra solving methods factorization solving quadratic equations mathematics teaching content knowledge pedagogical content knowledge geometrical models algebra history embedded teaching trajectories 
Abstract:  An analysis of content knowledge and pedagogical content knowledge
concerning algebra in mathematics textbooks in Swedish upper secondary education
How to solve quadratic equations is a common teaching topic in upper secondary school algebra.
This study has the interest in analyzing algebra content knowledge related to quadratic equations
and factorization in mathematics textbooks at upper secondary level. Mathematics textbooks as
educational resources and artefacts are widely used in classroom teaching and learning. What is
presented in a textbook is often taught by teachers in the classroom. On the other hand, what is
missing from the textbook may not be presented by the teacher. Textbooks contain both subject
knowledge and pedagogical knowledge.
This thesis is about analyzing the algebra content related to factorization and quadratic equations
from a teaching perspective, as presented in mathematics textbooks at Swedish upper secondary
schools. The analysis focuses on algebra content related to factorization and quadratic equations as
subject matter content knowledge (CK) and the embedded pedagogical content knowledge (PCK)
in the textbooks. The main aim is to explore what pedagogical content knowledge regarding
quadratic equations–is embedded in mathematics textbooks. The secondary aim is to analyze the
algebra content from the perspective of mathematics as a discipline in relation to algebra history.
It is about what one can find in the textbook rather than how the textbook is used in the classroom.
The empirical material used in this study includes twelve mathematics textbooks in the mathematics
B course at Swedish upper secondary schools. The analysis contains four rounds of analyses. The
results of the first three rounds of analyses have set up a basis for the deep analysis of one selected
textbook.
The results show that there is an accumulative relationship among all the algebra content with a final
goal of presenting how to solve quadratic equations by quadratic formula; the presentation of the
algebra content related to quadratic equations in the selected textbook is organized by four
geometrical models traced back to algebra history. These four geometrical models are applied for
illustrating algebra rules and construct five embedded hypothetical teaching trajectories and an
overall teaching trajectory. The historically related pedagogy and application of mathematics in both
real world and pure mathematics contexts are the embedded pedagogical content knowledge related
to quadratic equations.... more 
URI:  http://hdl.handle.net/2077/27935 
Appears in Collections:  Licentiatuppsatser / Institutionen för pedagogik, kommunikation och lärande

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