How an inquiry-oriented textbook shaped a calculus instructor’s planning

• Yannis Liakos ^[1] ; Saba Geram ^[2] ; Vilma Mesa ^[2] ; Thomas Judson ^[3] ; Yue Ma ^[4]
  1. [1] University of Agder

     University of Agder

     Noruega

     
  2. [2] University of Michigan–Ann Arbor

     University of Michigan–Ann Arbor

     City of Ann Arbor, Estados Unidos

     
  3. [3] Stephen F. Austin State University

     Stephen F. Austin State University

     Estados Unidos

     
  4. [4] University of Delaware

     University of Delaware

     Estados Unidos

     

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• Localización: International journal of mathematical education in science and technology, ISSN 0020-739X, Vol. 53, Nº. 1, 2022, págs. 131-150
• Idioma: inglés
• Texto completo no disponible (Saber más ...)
• Resumen

  • We investigate how an inquiry-oriented, dynamic, open-source calculus textbook shaped one college instructor’s planning. We rely on Dietiker et al.’s [(2018). Research commentary: Curricular noticing: A framework to describe teachers’ interactions with curriculum materials. Journal for Research in Mathematics Education, 49(5), 521–532. https://doi.org/10.5951/jresematheduc.49.5.0521] curriculum noticing framework to situate the instructor’s actions during lesson planning using data from surveys, logs and interviews. The instructor’s planning practices are characterized by intense use of the textbook, including creating additional curricular material related to its content. Our observations suggest that the textbook supported and influenced the instructor in implementing his inquiry-oriented visions and goals while planning his lessons. We conclude by suggesting further investigation of how textbooks shape undergraduate mathematics education and the textbooks’ role in shaping undergraduate mathematics planning practices.