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Kwangho Lee
Korean Elementary School Teachers’ Mathematical Textbook
Use
Korea National University of Education
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The Content
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Introduction• National curriculum
– Elementary school mathematics
• 2007 reformed curriculum textbooks– Reflect the curriculum– Appropriate for curriculum-centered system– Learner centered variety and high quality
Introduction• Have developed high quality textbooks
– 2009: 1,2,7,10 grades
– 2010: 3,4,8,11 grades
– 2011: 5,6,9,12 grades
Why bother?• Making good textbooks ≠ Effective use of
the textbook• Two main factors for implementing the
curriculum– Teacher– Textbooks (Textbook + Workbook)
• Limited research on effective use of mathematical textbooks
So what?• Need to
– Investigate elementary school teachers’ awareness about textbooks
– Study teachers’ textbook use
– Dicuss about effective textbook use
Research Questions• What is the elementary school teachers’
awareness of mathematics textbooks?
• How they use the textbooks?
• What is the specific ways of the effective textbook use?
Theoretical Background• Perspectives on textbook
– Opened perspective• Textbook is a one of the various resources
– Closed perspective• Textbook contents have no error and absolute
authority
Theoretical Background• Perspectives on textbook
– Support teacher profession• Supplemental resources for teachers’ knowlege
and experience• Important method for realizing educational
reform movement
– Constrain teacher profession• Constrain teacher decision making and students’
learning chances
The fundamental direction of making mathematical textbooks
Fundamental Direction Contents
Reflect curriculum
substantially
Reflect for desired human images.
Reflect for each subject curriculum
Adjust curriculum centered
school education
Main educational resources for fulfilling curriculum
Teaching and learning process centered textbooks
Classroom friendly textbooks teachers can participate
Student centered high
quality textbooks
Content raising thinking skills, inquiry, and creativity
Easily understood, enjoyably and useful
Fundamental direction for making mathematics textbook
The
Direction
▪ The textbook for reflecting curriculum
▪ Enjoyable textbook from everyday life phenomenon
▪ Easily understanding contents
▪ Self-directed learning
▪ Develop reasoning, communication, problem solving
▪ Understand worth of mathematics
▪ Positive attitude to mathematics
▪ Proper edition, design adjusting grade level
Structional system of Textbook Unit
The content (Example 3rd)
① Unit name
② Symbolic illustration for the unit
content
The content (Example 3rd) ③ Learning theme: Student centered description
④ Open mind: Showing right situation for Learning theme, think the situation mainly and discuss about what they think
⑤ Activity: Realize the learning theme. Operational, intuitive and abstract activities are showed and discuss about each cases
The content (Example 3rd) ⑥ Page number relate to workbook
⑦ Promise: Mathematically define learning content
⑧ Check and strengthen: students draw a picture or make a sentence with promised sign and vocabulary
⑨ Drill and practice: Problems to drill and practice all learned content
The content (Example 3rd) ⑩ Solve problems: Assess the learned content of a unit showing problems reflected the each lesson content
The content (Example 3rd) ⑪ Inquiry activity: Introduce the methods which is different from the learning content in the unit
The content (Example 3rd) ⑫ Materials: the necessary materials for learning are added on the appendix with page number related with mathematics textbook
Fundamental direction for making mathematics workbook
The
Direction
▪ Reflect curriculum well
▪ Use the knowledge and skills learned through textbook
▪ Easily understand contents, self-directed learning
▪ Teach and learn based on students' abilities and levels
▪ Develop reasoning, communication, problem solving
▪ Understand the worth of mathematics, positive attitude
Structional system of Textbook Unit
The content (Example 3rd) ① The unit name
② The illustration for entering unit: Symbolic cartoon for the unit content
The content (Example 3rd) ③ Before study the each unit 'preparation for learning' is given about 2 pages to check the prior knowledge for learning the unit
The content (Example 3rd) ④ Learning theme: Same with textbook
⑤ Checking: Learning content which was learned from textbook is organized and summarized
⑥ Basic problems: Very basic problems which can be solved intuitively
⑦ Practice the basic: Problems included basic process
The content (Example 3rd) ⑧ The page number relate to the textbook
⑨ Cultivate ability: the problems correspond to more difficult level
The content (Example 3rd) ⑩ Problem solving: Problems are given in each unit to develop problem solving ability
The content (Example 3rd) ⑪ Story yard: History of mathematics or similar story which is adjust to the unit content and can motivate students
The content (Example 3rd) ⑫ Play yard: To raise effective learning with playing, fun games are presented
The content (Example 3rd)⑬ Materials: the necessary materials
for learning are added on the appendix
Design & Methodology• Research design
– Sampled teachers– Surveyed to conjecture the teachers'
disposition and the their view of textbook use
– Interviewed teachers to get insight about their views.
Design & Methodology• Samples
– Use snowball effect– 278 elementary school teachers– Group interviewed with 6 teachers
• Background of the samples– Table 5
Design & Methodology• Data collection
– Survey content• Table 6: function, contribution, using rate, using
time, using ways, restructuring, assisting materials, referring resources, meaning of effective use, ideas about effective use
– Group interview• Teachers’ description and discussion
Results• Teacher awareness about the textbooks
– Function
Results• Teacher awareness about the textbooks
– Function
Results• Constribution on mathematics lessons
Teachers’ textbook use
Textbook use rate of items
Workbook use rate of items
Using time of the textbooks
Way of using the textbook
Way of using the workbook
Teaching and learning method when teachers use the textooks
Textbook reconstruct and frequency
The way of textbook reconstruct
Textbook reconstructing reason
The sources of mathematical knowledge for effective use of the textbook
The teachers’ opinion about the meaning of effective textbook use
ItemResponse
(%)Examples of the representative response
Textbook centered
teaching but teacher
need to reconstruct
46
(28.4)
▪ Depends on the stduetns’ level of understanding and attention, both
the order and content should be reconstructd but students need to
learn all the textbook content.
Extract core elements
and use it without
relying on the textbook
13
(8.0)
▪ Considering classroom environment and students’ learning level,
extract least element, reconstruct and use it.
▪ Do not rely on the textbook content entirely and use it extracting
mathematical element in various situation.
Use it to understand
learning questions and
basic concepts and
principles
13
(8.0)
▪ Use it as a teaching and learning materials for students to
understand mathematical concepts, principles and problem solving
▪ Use it for identifying learning questions and fundamental concepts
and principles
The teachers’ effective use of textbook
ItemStrongly
agreeAgree Neither Disagree
Strongly
disagree
No
responseTotal
Response
(%)
30
(10.8)
122
(43.9)
117
(42.1)
4
(1.4)
0
(0.0)
5
(1.8)
278
(100.0)
Yoon’s textbook use• One of the teaching materials• Reconstructs the textbook
– prepare the lessons for opening– achieve specific purposes– Reach to the learning objectives
• ‘Doing promise’– confirm the definition of mathematical
concepts
Han’s workbook use• Teach and Learn Each Other and
Develop their Abilities
• Use for graded(level based) learning
• Use for performance assessment
Conclusion
• Make the textbook more clearly on directing inquiry process and learning content
• The textbook authors should effort to reflect the mathematical creativity in the textbooks.
• The workbook is used for homework so it should be constructed by considering self-directed learning and graded learning
Conclusion• The teachers need to reconstruct the
textbook to teach.
• The intension of the making textbooks should be announced to the teachers
• The workbook should be able to support all the ways of using strategies.
Comment and questions?