A Comparative Study of Norwegian and Ethiopian Textbooks: The Case of Relations and Functions Using Anthropological Theory of Didactics (ATD)
| Autor: | Øyvind Andersen Lundeby, Solomon Abedom Tesfamicael |
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| Rok vydání: | 2019 |
| Předmět: |
Research design
05 social sciences 050301 education Cognition Norwegian language.human_language Education Homogeneous Anthropological theory 0502 economics and business Similarity (psychology) ComputingMilieux_COMPUTERSANDEDUCATION language Mathematics education Construct (philosophy) 0503 education Curriculum 050203 business & management |
| Zdroj: | Universal Journal of Educational Research |
| ISSN: | 2332-3213 2332-3205 |
| DOI: | 10.13189/ujer.2019.070315 |
| Popis: | This paper provides a comparative study of mathematics textbooks as the primary construct via the Anthropological Theory of Didactics (ATD), which was founded by Yves Chevallard. The aim is to suggest principles that can be incorporated to improve the designing of mathematics textbooks. Definitions, examples, and tasks dealing with the teaching and learning of relations and functions, as sub-construct, from several mathematics textbooks in Norway and one textbook from Ethiopia was collected and analyzed using didactical tools such as types of representations, cognitive demand levels, and response types of mathematical tasks. In the findings, similarity and differences of textbooks, both within homogeneous and heterogeneous cultures, were adequately identified and explained in a way that the results contribute to the improvement of the intended curriculum. In doing so, it shows that ATD provides an excellent tool for textbook design research in the future. Copyright©2019 by authors, all rights reserved. Authors agree that this article remains permanently open access under the terms of the Creative Commons Attribution License 4.0 International License |
| Databáze: | OpenAIRE |
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