The role of textbooks in developing a socio-critical perspective on mathematical modelling in secondary classrooms

Stillman, Gloria Ann, Brown, Jill P., Faragher, Rhonda, Geiger, Vince and Galbraith, Peter (2013). The role of textbooks in developing a socio-critical perspective on mathematical modelling in secondary classrooms. In Gloria Ann Stillman, Gabriele Kaiser, Werner Blum and Jill P. Brown (Ed.), Teaching mathematical modelling: connecting to research and practice (pp. 361-371) Dordrecht, Netherlands: Springer. doi:10.1007/978-94-007-6540-5_30


Author Stillman, Gloria Ann
Brown, Jill P.
Faragher, Rhonda
Geiger, Vince
Galbraith, Peter
Title of chapter The role of textbooks in developing a socio-critical perspective on mathematical modelling in secondary classrooms
Title of book Teaching mathematical modelling: connecting to research and practice
Place of Publication Dordrecht, Netherlands
Publisher Springer
Publication Year 2013
Sub-type Research book chapter (original research)
DOI 10.1007/978-94-007-6540-5_30
Open Access Status Not yet assessed
Series International Perspectives on the Teaching and Learning of Mathematical Modelling
ISBN 9789400765399
9789400765405
ISSN 2211-4920
2211-4939
Editor Gloria Ann Stillman
Gabriele Kaiser
Werner Blum
Jill P. Brown
Chapter number 30
Start page 361
End page 371
Total pages 11
Total chapters 52
Language eng
Abstract/Summary One approach to teaching using mathematical modelling and applications is to take a socio-critical perspective where the goal is development of a critical understanding of the world through modelling physical and social phenomena. Several curriculum documents in Australia as well as in other countries, with a modelling and applications emphasis, promote socio-critical aspects to be developed by mathematics curricula, particularly at senior secondary level. The role of modern textbook resources in promoting this development and how teachers could use these resources to mediate such a learning goal in relation to the applications of mathematics is an under researched area. This chapter interrogates curriculum documents and textbook tasks to assess the potential role of textbooks in developing this understanding in students through mathematical modelling.
Q-Index Code B1
Q-Index Status Confirmed Code
Institutional Status UQ

Document type: Book Chapter
Collections: Official 2014 Collection
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Created: Wed, 27 Nov 2013, 22:55:50 EST by Claire Backhouse on behalf of School of Education