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Pre-service teachers’ use of textbooks in classrooms in England

Pre-service teachers’ use of textbooks in classrooms in England
Pre-service teachers’ use of textbooks in classrooms in England
The use of mathematics textbooks by pre-service teachers in English schools is an under-researched area. While systematic research exists in other countries (see, for example, Nicol and Crespo 2006), there is only anecdotal evidence, albeit significant, to suggest that the use of mathematics textbooks in English secondary schools is underpinned by a complex set of rationales. A purposive sample of 42 pre-service teachers on a one-year secondary mathematics postgraduate course in southern England, some on a 70% school-based route to teaching and others on a 90% school-based route to teaching was surveyed using a questionnaire with both closed and open-ended questions about their use of textbooks while on school-based teaching placements. Responses confirm the limited use of textbooks by these pre-service teachers with a range of reasons for choosing, or not, specific textbook examples. Arguing that use of textbooks is an outcome of cultural and political activity (Apple 1992; Pepin, Gueudet and Trouche 2013), this data is examined in the light of the English context in which mathematics textbooks are written in a commercially competitive environment, the cultural context of personalised and differentiated curricula, the demands of the inspection regime of teachers in England, and the rapidly changing governmental expectations of teachers of mathematics. In this paper we present the survey findings about the more detailed rationale for decision-making in relation to this limited use of the mathematics textbooks available to pre-service teachers.
pre-service teachers,, textbook use, curricula, England, mathematics
221-226
University of Southampton
Edwards, Julie-Ann
812fe112-cefc-4d06-8173-12a5892f7bef
Hyde, Rosalyn
a8c0ae26-bcbf-4ce4-96cc-16fe07447f8e
Jones, Keith
ea790452-883e-419b-87c1-cffad17f868f
Jones, Keith
Bokhove, Christian
Howson, Geoffrey
Fan, Lianghuo
Edwards, Julie-Ann
812fe112-cefc-4d06-8173-12a5892f7bef
Hyde, Rosalyn
a8c0ae26-bcbf-4ce4-96cc-16fe07447f8e
Jones, Keith
ea790452-883e-419b-87c1-cffad17f868f
Jones, Keith
Bokhove, Christian
Howson, Geoffrey
Fan, Lianghuo

Edwards, Julie-Ann, Hyde, Rosalyn and Jones, Keith (2014) Pre-service teachers’ use of textbooks in classrooms in England. In, Jones, Keith, Bokhove, Christian, Howson, Geoffrey and Fan, Lianghuo (eds.) Proceedings of the International Conference on Mathematics Textbook Research and Development (ICMT-2014). International Conference on Mathematics Textbook Research and Development (31/07/14) Southampton. University of Southampton, pp. 221-226.

Record type: Book Section

Abstract

The use of mathematics textbooks by pre-service teachers in English schools is an under-researched area. While systematic research exists in other countries (see, for example, Nicol and Crespo 2006), there is only anecdotal evidence, albeit significant, to suggest that the use of mathematics textbooks in English secondary schools is underpinned by a complex set of rationales. A purposive sample of 42 pre-service teachers on a one-year secondary mathematics postgraduate course in southern England, some on a 70% school-based route to teaching and others on a 90% school-based route to teaching was surveyed using a questionnaire with both closed and open-ended questions about their use of textbooks while on school-based teaching placements. Responses confirm the limited use of textbooks by these pre-service teachers with a range of reasons for choosing, or not, specific textbook examples. Arguing that use of textbooks is an outcome of cultural and political activity (Apple 1992; Pepin, Gueudet and Trouche 2013), this data is examined in the light of the English context in which mathematics textbooks are written in a commercially competitive environment, the cultural context of personalised and differentiated curricula, the demands of the inspection regime of teachers in England, and the rapidly changing governmental expectations of teachers of mathematics. In this paper we present the survey findings about the more detailed rationale for decision-making in relation to this limited use of the mathematics textbooks available to pre-service teachers.

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More information

Published date: 29 July 2014
Venue - Dates: International Conference on Mathematics Textbook Research and Development, 2014-07-29 - 2014-07-31
Keywords: pre-service teachers,, textbook use, curricula, England, mathematics
Organisations: Mathematics, Science & Health Education

Identifiers

Local EPrints ID: 372397
URI: https://eprints.soton.ac.uk/id/eprint/372397
PURE UUID: 1a8fd321-1d42-4aca-97ec-ee40ebd29fed
ORCID for Keith Jones: ORCID iD orcid.org/0000-0003-3677-8802

Catalogue record

Date deposited: 10 Dec 2014 15:54
Last modified: 14 Mar 2019 01:53

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