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Are textbooks facilitators or barriers for teachers’ teaching and instructional change? An investigation of secondary mathematics teachers in Shanghai, China

In this paper we report on a survey study of teachers’ perceptions of how mathematics textbooks, including broadly student books, teacher manuals, and exercise books, facilitate or hinder teachers’ teaching in Shanghai educational settings. For the study we established a conceptual framework about t...

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Autores principales: Fan, Lianghuo, Cheng, Jing, Xie, Sicheng, Luo, Jietong, Wang, Yisu, Sun, Yuxiang
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Springer Berlin Heidelberg 2021
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8435135/
https://www.ncbi.nlm.nih.gov/pubmed/34539927
http://dx.doi.org/10.1007/s11858-021-01306-6
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author Fan, Lianghuo
Cheng, Jing
Xie, Sicheng
Luo, Jietong
Wang, Yisu
Sun, Yuxiang
author_facet Fan, Lianghuo
Cheng, Jing
Xie, Sicheng
Luo, Jietong
Wang, Yisu
Sun, Yuxiang
author_sort Fan, Lianghuo
collection PubMed
description In this paper we report on a survey study of teachers’ perceptions of how mathematics textbooks, including broadly student books, teacher manuals, and exercise books, facilitate or hinder teachers’ teaching in Shanghai educational settings. For the study we established a conceptual framework about teachers’ teaching, partly drawing on Shulman’s model of pedagogical reasoning and action of teachers. The data were collected from a stratified random sample of 133 mathematics teachers in 13 secondary schools through a questionnaire, and follow-up interviews with 24 of them. The results revealed the following: the textbooks were highly regarded and used by the Shanghai mathematics teachers as facilitators rather than barriers for their teaching and instructional change, and the facilitation was most evident in the process of transformation and comprehension, and least evident in evaluation in teachers’ pedagogical reasoning and action; compared with student books and exercise books, teacher manuals played a larger facilitating role in teachers’ teaching; and finally, compared with teacher characteristics, school characteristics had a greater influence on the extent to which textbooks played a role of facilitation or hindrance for teachers’ instructional practice. Implications and suggestions are given at the end of the paper. SUPPLEMENTARY INFORMATION: The online version contains supplementary material available at 10.1007/s11858-021-01306-6.
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spelling pubmed-84351352021-09-13 Are textbooks facilitators or barriers for teachers’ teaching and instructional change? An investigation of secondary mathematics teachers in Shanghai, China Fan, Lianghuo Cheng, Jing Xie, Sicheng Luo, Jietong Wang, Yisu Sun, Yuxiang ZDM Original Paper In this paper we report on a survey study of teachers’ perceptions of how mathematics textbooks, including broadly student books, teacher manuals, and exercise books, facilitate or hinder teachers’ teaching in Shanghai educational settings. For the study we established a conceptual framework about teachers’ teaching, partly drawing on Shulman’s model of pedagogical reasoning and action of teachers. The data were collected from a stratified random sample of 133 mathematics teachers in 13 secondary schools through a questionnaire, and follow-up interviews with 24 of them. The results revealed the following: the textbooks were highly regarded and used by the Shanghai mathematics teachers as facilitators rather than barriers for their teaching and instructional change, and the facilitation was most evident in the process of transformation and comprehension, and least evident in evaluation in teachers’ pedagogical reasoning and action; compared with student books and exercise books, teacher manuals played a larger facilitating role in teachers’ teaching; and finally, compared with teacher characteristics, school characteristics had a greater influence on the extent to which textbooks played a role of facilitation or hindrance for teachers’ instructional practice. Implications and suggestions are given at the end of the paper. SUPPLEMENTARY INFORMATION: The online version contains supplementary material available at 10.1007/s11858-021-01306-6. Springer Berlin Heidelberg 2021-09-11 2021 /pmc/articles/PMC8435135/ /pubmed/34539927 http://dx.doi.org/10.1007/s11858-021-01306-6 Text en © FIZ Karlsruhe 2021 This article is made available via the PMC Open Access Subset for unrestricted research re-use and secondary analysis in any form or by any means with acknowledgement of the original source. These permissions are granted for the duration of the World Health Organization (WHO) declaration of COVID-19 as a global pandemic.
spellingShingle Original Paper
Fan, Lianghuo
Cheng, Jing
Xie, Sicheng
Luo, Jietong
Wang, Yisu
Sun, Yuxiang
Are textbooks facilitators or barriers for teachers’ teaching and instructional change? An investigation of secondary mathematics teachers in Shanghai, China
title Are textbooks facilitators or barriers for teachers’ teaching and instructional change? An investigation of secondary mathematics teachers in Shanghai, China
title_full Are textbooks facilitators or barriers for teachers’ teaching and instructional change? An investigation of secondary mathematics teachers in Shanghai, China
title_fullStr Are textbooks facilitators or barriers for teachers’ teaching and instructional change? An investigation of secondary mathematics teachers in Shanghai, China
title_full_unstemmed Are textbooks facilitators or barriers for teachers’ teaching and instructional change? An investigation of secondary mathematics teachers in Shanghai, China
title_short Are textbooks facilitators or barriers for teachers’ teaching and instructional change? An investigation of secondary mathematics teachers in Shanghai, China
title_sort are textbooks facilitators or barriers for teachers’ teaching and instructional change? an investigation of secondary mathematics teachers in shanghai, china
topic Original Paper
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8435135/
https://www.ncbi.nlm.nih.gov/pubmed/34539927
http://dx.doi.org/10.1007/s11858-021-01306-6
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