Alshwaikh, Jehad;
Morgan, Candia;
(2013)
Analysing the Palestinian school mathematics textbooks: A multimodal (multisemiotic) perspective.
Presented at: UNSPECIFIED.
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Abstract
The project reported here aims to produce an analysis of Palestinian school mathematics textbooks, focusing on the nature of the mathematics portrayed in the texts and of the mathematical activity expected of students. The academic collaboration enabled by the project includes comparison with a sample of English textbooks. We share some results of an early analysis of two extracts of textbooks and discuss the nature of the mathematics that students are expected to experience.
| Type: | Conference item (Paper) |
|---|---|
| Title: | Analysing the Palestinian school mathematics textbooks: A multimodal (multisemiotic) perspective |
| Open access status: | An open access version is available from UCL Discovery |
| Language: | English |
| Additional information: | Alshwaikh, J., & Morgan, C. (2013). Analysing the Palestinian school mathematics textbooks: A multimodal (multisemiotic) perspective. Informal Proceedings of the British Society for Research into Learning Mathematics, 70-75. |
| Keywords: | Mathematics or maths, Curriculum materials, Semiotics, Education |
| UCL classification: | UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10018483 |
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Loading...Loading...| 1. |  United States | 6 |
| 2. |  Palestinian Territory | 4 |
| 3. |  China | 3 |
| 4. |  Indonesia | 2 |
| 5. |  Bulgaria | 2 |
| 6. |  United Kingdom | 2 |
| 7. |  Brazil | 1 |
| 8. |  Serbia | 1 |
| 9. |  Vietnam | 1 |
| 10. |  Germany | 1 |
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