Technological Dimensions in Tasks in Mathematics Textbooks

Technological Dimensions in Tasks in Mathematics Textbooks

The mathematics curriculum for lower secondary education stipulates that technology should not only provide a means of information and communication but also support key learning. However, for various reasons, the scope of technology in classrooms is limited. This research examines 189 mathematics t...

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Hoofdauteurs: Hernández Sánchez, Judith Alejandra, Padilla Márquez, Cinthya Adriana Elizabeth, Briceño Solís, Eduardo Carlos
Formaat: Online
Taal:spa
Gepubliceerd in: Universidad Autónoma de Baja California. Instituto de Investigación y Desarrollo Educativo 2023
Online toegang:https://redie.uabc.mx/redie/article/view/4527
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id redie-article-4527
record_format ojs
institution REDIE
collection OJS
language spa
format Online
author Hernández Sánchez, Judith Alejandra
Padilla Márquez, Cinthya Adriana Elizabeth
Briceño Solís, Eduardo Carlos
spellingShingle Hernández Sánchez, Judith Alejandra
Padilla Márquez, Cinthya Adriana Elizabeth
Briceño Solís, Eduardo Carlos
Technological Dimensions in Tasks in Mathematics Textbooks
author_facet Hernández Sánchez, Judith Alejandra
Padilla Márquez, Cinthya Adriana Elizabeth
Briceño Solís, Eduardo Carlos
author_sort Hernández Sánchez, Judith Alejandra
title Technological Dimensions in Tasks in Mathematics Textbooks
title_short Technological Dimensions in Tasks in Mathematics Textbooks
title_full Technological Dimensions in Tasks in Mathematics Textbooks
title_fullStr Technological Dimensions in Tasks in Mathematics Textbooks
title_full_unstemmed Technological Dimensions in Tasks in Mathematics Textbooks
title_sort technological dimensions in tasks in mathematics textbooks
description The mathematics curriculum for lower secondary education stipulates that technology should not only provide a means of information and communication but also support key learning. However, for various reasons, the scope of technology in classrooms is limited. This research examines 189 mathematics tasks from eight textbooks, each using technology. The tasks were classified based on expected learning in one of three technological dimensions (informational, technical or didactic) by means of content analysis. The results show differences both between textbooks following the SEP 2011 and SEP 2017 models and between content areas. There is, however, a positive trend toward promoting a well-reasoned use of technology in the classroom. Conversely, the study also identified difficulties that may serve as guidelines for teachers, publishers, and authorities in using, publishing, and selecting textbooks, respectively.
publisher Universidad Autónoma de Baja California. Instituto de Investigación y Desarrollo Educativo
publishDate 2023
url https://redie.uabc.mx/redie/article/view/4527
_version_ 1798984269186465792
spelling redie-article-45272024-05-03T18:40:27Z Technological Dimensions in Tasks in Mathematics Textbooks Dimensiones tecnológicas en tareas de libros de texto de matemáticas Dimensões tecnológicas em tarefas de livros didáticos de matemática Hernández Sánchez, Judith Alejandra Padilla Márquez, Cinthya Adriana Elizabeth Briceño Solís, Eduardo Carlos technology textbooks mathematics tecnología libro de texto matemáticas tecnologia livro didático matemática The mathematics curriculum for lower secondary education stipulates that technology should not only provide a means of information and communication but also support key learning. However, for various reasons, the scope of technology in classrooms is limited. This research examines 189 mathematics tasks from eight textbooks, each using technology. The tasks were classified based on expected learning in one of three technological dimensions (informational, technical or didactic) by means of content analysis. The results show differences both between textbooks following the SEP 2011 and SEP 2017 models and between content areas. There is, however, a positive trend toward promoting a well-reasoned use of technology in the classroom. Conversely, the study also identified difficulties that may serve as guidelines for teachers, publishers, and authorities in using, publishing, and selecting textbooks, respectively. El currículum de Matemáticas de secundaria establece que la tecnología, además de proveer información y comunicación, debe favorecer aprendizajes clave; sin embargo, por diferentes motivos su alcance en las aulas es limitado. El presente estudio analiza 189 tareas de matemáticas propuestas en ocho libros de texto que usan tecnología; las tareas fueron clasificadas según el aprendizaje previsto en una de las tres dimensiones tecnológicas (informática, técnica o didáctica) mediante el análisis de contenido. Los resultados muestran diferencias entre los libros que atienden los modelos SEP 2011 y SEP 2017, así como entre los ejes temáticos, pero hay una tendencia favorable a promover un uso razonado de la tecnología en las aulas. Por otro lado, se identificaron también dificultades que podrían servir de guía a profesores, editoriales o autoridades al implementar, editar y elegir libros de texto, respectivamente. O currículo de Matemática do Ensino Secundário estabelece que a tecnologia, além de fornecer informação e comunicação, deve favorecer aprendizagens chave; no entanto, por diferentes razões, seu alcance na sala de aula é limitado. O presente estudo analisa 189 tarefas matemáticas propostas em oito livros didáticos que utilizam tecnologia; as tarefas foram classificadas de acordo com o aprendizado previsto em uma das três dimensões tecnológicas (informática, técnica ou didática) por meio de análise de conteúdo. Os resultados mostram diferenças entre os livros que seguem os modelos SEP 2011 e SEP 2017, bem como entre os eixos temáticos, mas há uma tendência favorável à promoção do uso racional da tecnologia em sala de aula. Por outro lado, também foram identificadas dificuldades que poderiam servir de guia para professores, editores ou autoridades na hora de implementar, editar e escolher livros didáticos, respectivamente. Universidad Autónoma de Baja California. Instituto de Investigación y Desarrollo Educativo 2023-08-24 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion text/html application/pdf text/xml application/epub+zip audio/mpeg https://redie.uabc.mx/redie/article/view/4527 10.24320/redie.2023.25.e19.4527 Revista Electrónica de Investigación Educativa; Vol. 25 (2023); 1-17 Revista Electrónica de Investigación Educativa; Vol. 25 (2023); 1-17 1607-4041 spa https://redie.uabc.mx/redie/article/view/4527/2431 https://redie.uabc.mx/redie/article/view/4527/2432 https://redie.uabc.mx/redie/article/view/4527/2460 https://redie.uabc.mx/redie/article/view/4527/2433 https://redie.uabc.mx/redie/article/view/4527/2441 Derechos de autor 2023 Judith Alejandra Hernández Sánchez, Cinthya Adriana Elizabeth Padilla Márquez, Eduardo Carlos Briceño Solís https://creativecommons.org/licenses/by-nc/4.0

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