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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.

This study investigates e-textbook development for the course of intercultural communication of national image for English majors and learners in the context of integrating ideological and curriculum education in the Chinese mainland. Under the framework of Fairclough's three-dimensional discourse analysis and glocalization in intercultural communication, the study proposes an e-textbook development workflow involving text design, discursive database construction, and social investigation and explores the unit design strategies for the course, paying special attention to integrate ideological elements properly into intercultural communication studies in each unit. Following authenticity principle and presentation-practice-production (P-P-P) model, the study constructs an e-textbook system featuring by unit design with contents and modules both linguistic theories based and intercultural communication oriented. This e-textbook will contribute to the cultivation of a locally grounded, globally minded intercultural communicator of national image.

The aim is to contribute to the research on the conception and development of mathematics textbooks for undergraduate distance education courses (EAD). In particular, we acknowledge the EAD undergraduate courses in Brazil as an important governmental initiative for teacher education. Amongst other specificities of the Brazilian model of distance education, one aspect consists of writing proper material and textbooks, raising a need to investigate the results of their conception and development. We report on a case study in which a chapter in a written textbook developed by a group of professors is analysed according to hermeneutics, describing the tessiture of the text and context of the implemented task. Aware that the task demanded processes different from those used when writing textbooks for face-to-face lecture courses, though at the same time not coinciding with the wordings of the interactions of a classroom lecture, the group of authors agreed on a notion of lessons on paper . Our analysis faces the challenge of problematising qualitative differences regarding the semiotic means of the mathematics embedded in face-to-face versus distance learning activities, raising questions on the nature of their results and the development of induced thinking in both contexts. Investigating the kind of mathematical knowledge produced for the lessons on paper texts, we drew on whether the written lesson for distance education is closer to the pedagogical-content knowledge than to the classical academic knowledge.

Sustaining the rural and urban populations of the developing world has been identified as a key global challenge for the twenty-first century. Rural-Urban Interaction in the Developing World is an introduction to the relationships between rural and urban places in the developing world and shows that not all their aspects are as obvious as migration from country to city. There is now a growing realization that rural-urban relations are far more complex. Using a wealth of student-friendly features including boxed case studies, discussion questions and annotated guides to further reading, this innovative book places rural-urban interactions within a broader context, thus promoting a clearer understanding of the opportunities, as well as the challenges, that rural-urban interactions represent.

This analysis of the writing in a grade 7 mathematics textbook distinguishes between closed texts and open texts, which acknowledge multiple possibilities. I use tools that have recently been applied in mathematics contexts, focussing on grammatical features that include personal pronouns, modality, and types of imperatives, as well as on accompanying structural elements such as photographs and the number of possibilities presented. I extend this discussion to show how even texts that appear open can seduce readers into feeling dialogue while actually leading them down a narrow path. This phenomenon points to the normalizing power of curriculum. For this analysis and reflection, I draw on mathematics textbook material that I wrote. As a way of modelling an alternative to normalization, I identify myself as a self-critical author and thus invite readers to be critical of their reading and writing of mathematics texts.

This book presents an exposition of general equilibrium theory for advanced undergraduate and graduate-level students of economics. It contains discussions of economic efficiency, competitive equilibrium, the welfare theorems, the Kuhn-Tucker approach to general equilibrium, the Arrow-Debreu model, and rational expectations equilibrium and the permanent income hypothesis. It presents a unified approach to portions of macro- as well as microeconomic theory and contains problems sets for most chapters.

In this study, we aim to examine and discuss approaches and practices in developing mathematics textbooks in China, with a special focus on the development of secondary school mathematics textbook in the context of recent school mathematics reform. Textbook development in China has its own history. This study reveals some common practices and approaches developed and used in selecting, presenting and organizing content in mathematics textbooks over the years. With the recent curriculum reform taking place in China, we also discuss some new developments in compiling and publishing high school mathematics textbooks. Implications obtained from Chinese practices in textbook development are then discussed in a broad context.

Electronic textbooks (e-Textbooks) are digitized forms of textbooks which are envisioned to replace existing paper-based textbooks. After intensive literature review, together with interview results, our study has figured out four major IT-based challenges associated with e-Textbooks in its pursuit to replace the traditional textbooks, namely standardizing format of content, improving service reliability, improving quality and accuracy of content, and improving readability. This paper also provides an extensive review on how these challenges have been approached using existing e-Textbook solutions, such as N-Screen services, cloud computing, open market place, P2P between devices and HTML5. For each solution, we develop a usage scenario in which users apply the aforementioned technologies to interact with e-Textbooks and share contents among themselves. This article aims to provide a strong foundation for further investigations into the development and distribution of e-Textbooks for eventual successful adoption of e-Textbooks in school education.

This study explores the process of social studies textbook design and development by Tokyo Shoseki. A prototype is proposed for this study based on textbook design and development in Taiwan and literature review. Data was collected using semi-structured interviews of authors, editors, and representatives of collaborating companies as well as using document analysis. The research aims are (1) to depict the process of textbook design, i.e., curriculum design, teaching design, text design, layout design, and graph design; (2) to explore the process of textbook development and its influence on textbook design; (3) to construct a model for textbook design and development; and (4) to reflect on textbook design and development in Taiwan and propose suggestions for reference. Based on the research findings, a dynamic model is proposed to explain the textbook design and development for Tokyo Shoseki. Six features of this model are identified comparing the prototype proposed in this study. The reflections on and sugges

This title provides a comprehensive analysis of education development in Singapore since 1965, giving particular attention to the strategic management that has enabled Singapore to transform its education and training system from one similar to many Sub-Saharan African countries four decades ago into one of the world's best-performing systems.