Mira Randahl

ABSTRACT The role of the mathematics textbook at tertiary level has received limited exposure in previous research although it is likely that students work individually and that some of this work depends on the use of the textbook. The aim of this study was to investigate the process of approaching the textbook from epistemological, cognitive, and didactical perspectives. The focus was on identifying and discussing the opportunities and constraints in the process. The study was an explorative case study and the participants were first-year engineering students taking a basic calculus course. The data were collected through questionnaires, observations, and interviews. Results showed that the textbook was used to a very low degree and mainly perceived as a source of tasks. Different opportunities and constraints are pointed out and some didactical implications are suggested. The results and discussion indicate that a need for greater awareness about the use of mathematical textbooks in meaningful ways at tertiary level.

The aim of this article is to present and discuss some results from an inquiry into mathematics textbooks authors’ visions about their texts and approaches they choose when new concepts are introduced. Authors’ responses are discussed in relation to results about students’ difficulties with approaching calculus reported by previous research. A questionnaire has been designed and sent to seven authors of the most used calculus textbooks in Norway and four authors have responded. The responses show that the authors mainly view teaching in terms of transmission so they focus mainly on getting the mathematical content correct and ‘clear’. The dominant view is that the textbook is intended to help the students to learn by explaining and clarifying. The authors prefer the approach to introduce new concepts based on the traditional way of perceiving mathematics as a system of definitions, examples and exercises. The results of this study may enhance our understanding of the role of the textbook at tertiary level. They may also form a foundation for further research.

The aim of this article is to present and discuss some results from an inquiry into mathematics textbooks authors’ visions about their texts and approaches they choose when new concepts are introduced. Authors’ responses are discussed in relation to results about students’ difficulties with approaching calculus reported by previous research. A questionnaire has been designed and sent to seven authors of the most used calculus textbooks in Norway and four authors have responded. The responses show that the authors mainly view teaching in terms of transmission so they focus mainly on getting the mathematical content correct and ‘clear’. The dominant view is that the textbook is intended to help the students to learn by explaining and clarifying. The authors prefer the approach to introduce new concepts based on the traditional way of perceiving mathematics as a system of definitions, examples and exercises. The results of this study may enhance our understanding of the role of the textbook at tertiary level. They may also form a foundation for further research.