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Haggarty Linda & Pepin Birgit (2002). « An Investigation of Mathematics Textbooks and their Use in English, French and German Classrooms: who gets an opportunity to learn what? ». British Educational Research Journal, vol. 28, n° 4, p. 567–590. ISSN 0141-1926. En ligne : <http://www.informaworld ... 080/0141192022000005832>. 
Added by: Marie Gaussel (23 Jun 2010 14:17:16 Europe/Paris)
Resource type: Journal Article
DOI: 10.1080/0141192022000005832
ID no. (ISBN etc.): 0141-1926
BibTeX citation key: Haggarty2002
Categories: General
Keywords: éducation prioritaire, manuel d'enseignement, mathématiques, pluralisme culturel, pratique pédagogique
Creators: Haggarty, Pepin
Collection: British Educational Research Journal
Views: 711/1469
Views index: 19%
Popularity index: 4.75%
URLs     http://www.informa ... 141192022000005832
Abstract     
The article examines mathematics textbooks and their use in lower secondary classrooms in England, France and Germany. In particular, it looks at popular selling textbooks in each country and their treatment of 'angle', and examines teachers' mediation of those books based on observation and interview of a small sample of teachers in those countries. An analysis of the data suggests that learners in the different countries are offered different mathematics and given different opportunities to learn that mathematics, both of which are influenced by textbook and teacher. In addition, it identifies pupil access to textbooks in England as a cause for concern. It is argued that mathematics classroom cultures need to be understood in terms of a wider cultural and systemic context, in order for shared understandings, principles and meanings to be established.
Added by: Marie Gaussel  
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