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Challenges in Mathematics Teachers' Introduction to a Digital Textbook: Analyzing Contradictions
PROCEEDING

## Marie Utterberg, Martin Tallvid, Johan Lundin, Berner Lindström, University of Gothenburg, Sweden

Society for Information Technology & Teacher Education International Conference, in Washington, D.C., United States ISBN 978-1-939797-32-2 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

## 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 May 21, 2019 from https://www.learntechlib.org/primary/p/182988/.

© 2018 Association for the Advancement of Computing in Education (AACE)

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