Challenges in Mathematics Teachers' Introduction to a Digital Textbook: Analyzing Contradictions
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Authors
Society for Information Technology & Teacher Education International Conference, Mar 26, 2018 in Washington, D.C., United States ISBN 978-1-939797-32-2
Abstract
The use of digital textbooks (DTs) in mathematics is increasing. However, the introduction of DTs gives rise to contradictions in teaching practices. The objective of this paper is to understand how the introduction of a DT affects the activity of teaching mathematics. An intervention in which teachers introduced a DT was analyzed with cultural-historical activity theory (CHAT) and four contradictions were revealed: first, teachers’ need for coherence and linearity vs. the DT with a wide range of content and nonlinear paths; second, teachers’ need for transparent learning processes vs. the digital textbook as opaque; third, teachers’ beliefs about appropriate pedagogy for learning mathematics vs. the pedagogy embedded in the DT; and fourth, differentiated instruction for all students vs. DT supporting individualization for every student.
Citation
Utterberg, M., Tallvid, M., Lundin, J. & Lindström, B. (2018). Challenges in Mathematics Teachers' Introduction to a Digital Textbook: Analyzing Contradictions. In E. Langran & J. Borup (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 2387-2396). Washington, D.C., United States: Association for the Advancement of Computing in Education (AACE). Retrieved March 28, 2024 from https://www.learntechlib.org/p/182988.
© 2018 AACE