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How is cultural influence manifested in the formation of mathematics textbooks?: A comparative case study of resource book series between Shanghai and England

How is cultural influence manifested in the formation of mathematics textbooks?: A comparative case study of resource book series between Shanghai and England
How is cultural influence manifested in the formation of mathematics textbooks?: A comparative case study of resource book series between Shanghai and England

Focusing on issues about the development of mathematics textbooks from a cultural perspective, this study examined a widely-used curriculum resource series, One Lesson One Exercise, published in China, and its adapted English series, published in the UK, to explore how cultural influence is manifested in the two series of resource books. For the study we established a conceptual framework classifying culture into six types in relation to people’s beliefs, values and ways of interacting about them, for data collection and analysis. The results indicate that there exist considerable differences between the Chinese and the English series that are related to cultural factors. It appears that, to a large extent, culture plays an essential role in the development of mathematics textbooks. Concerning the different types of culture, the results show that most adaptations between the Chinese series and the English series are related to ‘ways of behaving and customs’ and ‘artifacts, flora and fauna’, followed by ‘identities’ and ‘geography’, and the least are related to ‘organisations’ and ‘history’. Based on the study, we argue that the relevance and importance of culture to the development of mathematics textbooks must not be underestimated, and more research in this direction is needed.

Comparative study in mathematics education, Cultural influence on textbooks, Culture and textbooks, Mathematics textbook development, Textbook research
1863-9690
787-799
Fan, Lianghuo
28afe582-cd04-4ddc-9acb-a12494af79e0
Xiong, Bin
288490b6-e32d-4b96-8b13-aae33d6a6726
Zhao, Dongchen
3e6b8448-9096-461c-8bc9-4ae628d3c2f8
Niu, Weiqiang
9b6fe728-cb80-4454-8bb8-530293f06b1e
Fan, Lianghuo
28afe582-cd04-4ddc-9acb-a12494af79e0
Xiong, Bin
288490b6-e32d-4b96-8b13-aae33d6a6726
Zhao, Dongchen
3e6b8448-9096-461c-8bc9-4ae628d3c2f8
Niu, Weiqiang
9b6fe728-cb80-4454-8bb8-530293f06b1e

Fan, Lianghuo, Xiong, Bin, Zhao, Dongchen and Niu, Weiqiang (2018) How is cultural influence manifested in the formation of mathematics textbooks?: A comparative case study of resource book series between Shanghai and England. ZDM: Mathematics Education, 50 (5), 787-799. (doi:10.1007/s11858-018-0976-7).

Record type: Article

Abstract

Focusing on issues about the development of mathematics textbooks from a cultural perspective, this study examined a widely-used curriculum resource series, One Lesson One Exercise, published in China, and its adapted English series, published in the UK, to explore how cultural influence is manifested in the two series of resource books. For the study we established a conceptual framework classifying culture into six types in relation to people’s beliefs, values and ways of interacting about them, for data collection and analysis. The results indicate that there exist considerable differences between the Chinese and the English series that are related to cultural factors. It appears that, to a large extent, culture plays an essential role in the development of mathematics textbooks. Concerning the different types of culture, the results show that most adaptations between the Chinese series and the English series are related to ‘ways of behaving and customs’ and ‘artifacts, flora and fauna’, followed by ‘identities’ and ‘geography’, and the least are related to ‘organisations’ and ‘history’. Based on the study, we argue that the relevance and importance of culture to the development of mathematics textbooks must not be underestimated, and more research in this direction is needed.

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More information

Accepted/In Press date: 22 July 2018
e-pub ahead of print date: 27 July 2018
Published date: 1 September 2018
Keywords: Comparative study in mathematics education, Cultural influence on textbooks, Culture and textbooks, Mathematics textbook development, Textbook research

Identifiers

Local EPrints ID: 423708
URI: https://eprints.soton.ac.uk/id/eprint/423708
ISSN: 1863-9690
PURE UUID: 679b255f-81ba-443b-979c-2a35a9496ef7

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Date deposited: 27 Sep 2018 16:30
Last modified: 27 Sep 2018 16:30

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Contributors

Author: Lianghuo Fan
Author: Bin Xiong
Author: Dongchen Zhao
Author: Weiqiang Niu

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