Reading the Article didn't help me to have a position between using or not textbooks for the class. Using textbooks in class is an option, and as a modern teacher, I am open to accommodating my class dynamic to the school's needs for the benefit of the students' progress.
Textbooks are one more tool, and nowadays they compete with all the digital resources we have available. As XXI math teachers, we should be able to integrate all the different media available to create engaging spaces that motivate and promote mathematical thinking.
What I like most about the article was finding a citation to one of Susan's publications about word problems:
Gerofsky, S. (1996) ‘A linguistic and narrative view of word problems in mathematics education’, For the Learning of Mathematics 16(2), 36-45.
I read Susan's article and I found it clear and useful regarding the structure and the aims of word problems in math education.
In contrast, the article assigned for the class started with the description of a framework ( that I used to create the diagram in the photo), but then spoke vaguely about the relationships described in the framework. I would like to have read more about specific examples and the impact on the students' learning, I would like to have seen some data, and also some opinions of students and teachers through surveys.
I wonder what ways a textbook could be changed, transformed (or binned) to reach a place where they could allow students to explore dynamic ways to learn about mathematics (and other aspects of society - as we know, it is never a silo when learning).
ReplyDeleteMaybe gathering the data you suggest could be a future project? (Graduate school?)