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ERIC Number: EJ948401
Record Type: Journal
Publication Date: 2012-Jan
Pages: 23
Abstractor: As Provided
Reference Count: 56
ISBN: N/A
ISSN: ISSN-0013-1954
Textbook Mediation of Teaching: An Example from Tertiary Mathematics Instructors
Mesa, Vilma; Griffiths, Brett
Educational Studies in Mathematics, v79 n1 p85-107 Jan 2012
Drawing on data from interviews with mathematics faculty in three different types of undergraduate institutions and using Rabardel's model of instrument use (Verillon & Rabardel "1995"), we describe three ways textbooks mediate college faculty work regarding instruction. The model anticipates epistemic and pragmatic mediations between the instructor and teaching, others, and self, with the textbook playing a significant role. We provide illustrations of each of these mediations as described by the participants. Pragmatic rather than epistemic mediations were more common. In addition, we found that the mediations seem largely dependent on instructors' categorical perceptions of their students, either as "math students" or as "undergraduate students". These alternate perceptions resulted in different descriptions of schemas for using the textbook with each type of student. The analysis generates further questions for research regarding either a developmental component or a curricular component that could explain this categorization of students. (Contains 2 footnotes, 2 tables, and 2 figures.)
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A