Textures of Transaction: Exploring the Heterogeneity in Primary Teachers’ Engagements with Mathematics Textbooks in Delhi

Q3 Social Sciences Contemporary Education Dialogue Pub Date : 2021-01-01 DOI:10.1177/0973184920984517
Meghna Nag Chowdhuri
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引用次数: 2

Abstract

For more than a decade, government primary-school teachers in many parts of India have been using mathematics textbooks based on National Curriculum Framework 2005 (NCF 2005). While curriculum and textbook development is often debated, teachers’ use of textbooks does not receive enough attention in policy and research. This article, drawing from a multiple-case study of 10 teachers, using classroom observations and teacher interviews, explores different ways in which teachers use the Math-Magic mathematics textbook in Delhi’s government primary schools. The findings demonstrate heterogeneity in the ways in which teachers use textbooks, which are the dominant teaching resource in these schools. Teachers use different degrees of agency in textbook use—from avoiding the textbooks to designing their lessons. These are influenced by their views about the textbooks, as well as their institutional realities. Finally, this heterogeneity offers a useful approach to understanding textbooks, and their relevance to teaching beyond being viewed as teaching scripts.
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交易的纹理:探究德里小学教师参与数学教材的异质性
十多年来,印度许多地区的公立小学教师一直在使用基于2005年国家课程框架(NCF 2005)的数学教科书。尽管课程和教科书的开发经常受到争论,但教师对教科书的使用在政策和研究中没有得到足够的重视。本文通过对10名教师的多个案例研究,利用课堂观察和教师访谈,探讨了德里公立小学教师使用《数学魔术》数学教材的不同方式。研究结果表明,教师使用教科书的方式存在异质性,而教科书是这些学校的主要教学资源。教师在使用课本时使用不同程度的代理权——从回避课本到设计课程。这些都受到他们对教科书的看法以及他们的制度现实的影响。最后,这种异质性为理解教科书及其与教学的相关性提供了一种有用的方法,而不仅仅是被视为教学脚本。
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来源期刊
Contemporary Education Dialogue
Contemporary Education Dialogue Social Sciences-Education
CiteScore
2.20
自引率
0.00%
发文量
15
期刊介绍: Contemporary Education Dialogue serves as an independent open forum for researchers and practitioners to sustain a critical engagement with issues in education by engendering a reflective space that nurtures the discipline and promotes inter-disciplinary perspectives. The peer-reviewed journal allows for a refinement of theoretical and practical basis for improving the quality of education, furthering the opportunity to directly create reflective classroom practices. It invites contributions by academicians, policy-makers and practitioners on various topics related to education, particularly elementary education. Discussions and responses to published articles are also welcome.
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