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The textbook-in-use: students’ utilization schemes of mathematics textbooks related to self-regulated practicing

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Abstract

This paper presents a qualitative study on how students make use of their mathematics textbooks for practicing. The study was carried out in two German secondary schools with 74 students (44 in 6th and 30 in 12th grade). Students’ utilization of textbooks for practicing is analyzed using the theoretical framework of instrumental genesis. The results indicate that students’ choices of contents from the book for practicing can be categorized into three utilization schemes: position-dependent practicing, block-dependent practicing, and salience-dependent practicing. In terms of position-dependent practicing the relative position of the textbook’s contents to teacher-mediated sections guides the students’ choice. Block-dependent practicing relates to the use of contents from the book that belong to particular blocks. Finally, salience-dependent practicing is a utilization scheme of the book where students’ choice is guided by perceptual salience of the book contents. These findings both show how textbook users are influenced by the way mathematics is presented in textbooks and provide insights into students’ conceptions of practicing mathematics.

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Notes

  1. The notion of “kernels” refers to van Dormolen (1986) and denotes “general expressions that have to be learned as knowledge” (p. 146).

  2. In Germany, schools usually provide textbooks. Therefore, writing or highlighting in textbooks is not allowed.

  3. The larger number of observed lessons in grade 12 results from one course being an advanced course with twice as many lessons a week as the normal courses.

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  1. University of Paderborn, Paderborn, Germany

    Sebastian Rezat

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Rezat, S. The textbook-in-use: students’ utilization schemes of mathematics textbooks related to self-regulated practicing. ZDM Mathematics Education 45, 659–670 (2013). https://doi.org/10.1007/s11858-013-0529-z

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