An investigation of mathematics textbooks and their use in English, French and German classrooms: who gets an opportunity to learn what?

By L. Haggarty, B. Pepin. 2002

314 citations recorded by the source corpus.

Subfields: Education, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/5138ccf6f5acc1053f197a0d42259e42cb721ebd

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In Sociology and Political Science

Citations in the corpus

An Exploratory Validation of Curriculum-Based Mathematical Word Problem-Solving Tasks as Indicators of Mathematics Proficiency for Third Graders (2005, background): “…national standards, textbooks as primary sources of information in U.S. classrooms (Elliot & Woodward, 1990; Freeman & Porter, 1989; Garner, 1992; Haggarty & Pepin, 2002; Mayer, Sims, & Tajika, 1995), and the school accountability movement (McLaughlin & Thurlow, 2003; Ogawa & Collom, 2000), it…”
Word, Definitions and Concepts in Discourses of Mathematics, Teaching and Learning (2005, unknown): “Haggarty and Pepin (2002) note that in England, while students themselves make relatively little use of textbooks, their teachers use them extensively in planning lessons.”
Textbook mediation of teaching: an example from tertiary mathematics instructors (2012, background): “In turn, it results in different opportunities for these students to learn ( Haggarty & Pepin, 2002 ), and makes a sharp distinction between students who will be likely to pursue mathematics-related fields and those who will not.”
How a standards-based mathematics curriculum differs from a traditional curriculum: with a focus on intended treatments of the ideas of variable (2009, background): “Haggarty and Pepin (2002) analyzed the intended treatment of the concept of ‘‘angle’’ by focusing on the mathematics that is made available in English, French and German textbooks.”
A Comparative Analysis of the Addition and Subtraction of Fractions in Textbooks from Three Countries (2010, background): “Our review of the literature has yielded at least two studies that have pursued both horizontal and vertical textbook analyses (Haggarty & Pepin, 2002; Howson, 1995); both these studies illustrate that such a complementary approach is not only feasible but also worthwhile because it provides a…”
Negotiating meaning in cross‐national studies of mathematics teaching: kissing frogs to find princes (2007, background): “Andrews and Hatch have compared the teaching of mathematics in England and Hungary (Andrews, 1999, 2003, 2007; Hatch, 1999; Andrews & Hatch, 2000, 2001), while Pepin and Haggarty have examined France, Germany and England (Pepin, 1999, 2002; Haggarty & Pepin, 2002; Pepin & Haggarty, 2002).”