Analyzing the multidimensionality of texts in education. Charlotte, NC: Information Age Publishing.īazerman, C. Lester (Ed.), Second handbook of research on mathematics teaching and learning (pp. The development of geometric and spatial thinking. Educational Studies in Mathematics, 52, 215–241.īattista, M. The role of visual representations in the learning of mathematics. Curcio (Eds.), The roles of representation in school mathematics (pp. Teaching mathematical modeling and the skills of representation. This study makes a unique contribution to the conceptualization of non-textual elements in mathematics education and has implications for textbook analysis and curriculum development.Ībrams, J. Overall, the results from this study show that there is significant difference across topics and textbooks, which implies different opportunities to learn through non-textual elements.
#TEXTUAL ELEMENTS HOW TO#
By analyzing three US textbooks and three Korean ones, the study not only shows patterns in the use of non-textual elements in mathematics textbooks in different contexts but also provides insights into how to assess the quality of non-textual elements in mathematics textbooks, which I hope will contribute to the provision of more meaningful and productive learning opportunities to school children.
As an exploratory investigation, this study aims to analyze non-textual elements in some Korean and US mathematics textbooks using a conceptual framework whose components include accuracy, connectivity, contextuality, and conciseness.
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