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

ID: 51996 Type: Full Paper
  1. Marie Utterberg, Martin Tallvid, Johan Lundin, and Berner Lindström, University of Gothenburg, Sweden

Tuesday, March 27 4:45 PM-5:15 PM

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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.

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