Asset Details
Do you wish to reserve the book?
The same geometry textbook does not mean the same classroom enactment
Hey, we have placed the reservation for you!
By the way, why not check out events that you can attend while you pick your title.
Oops! Something went wrong.
Looks like we were not able to place the reservation. Kindly try again later.
Are you sure you want to remove the book from the shelf?
The same geometry textbook does not mean the same classroom enactment
Do you wish to request the book?
The same geometry textbook does not mean the same classroom enactment
Please be aware that the book you have requested cannot be checked out. If you would like to checkout this book, you can reserve another copy
We have requested the book for you!
Your request is successful and it will be processed during the Library working hours. Please check the status of your request in My Requests.
Oops! Something went wrong.
Looks like we were not able to place your request. Kindly try again later.
Journal Article
The same geometry textbook does not mean the same classroom enactment
2014
Overview
Textbooks are often used in classroom instruction in quite different ways, leading to potential differences in students’ opportunities to learn. This paper explores the enactment of the topic of congruence by 12 teachers using the same geometry textbook. We highlight variations in the number and nature of lessons taught or skipped, in expectations for homework, and in instructional style. For instance, teachers taught between 60 and 100 % of the lessons on congruence but often skipped content focused on unique applications. The number of minutes of homework assigned varied from 16–30 min per night to 46–60 min per night. Ten of the 12 teachers spent at least 50 % of class time each week in whole-class instruction. Only one-third used dynamic geometry software and one used no calculator or computer technology in the congruence chapters. The results provide detailed insights into differences in upper secondary teachers’ use of textbooks, an area where less research exists than at elementary or lower secondary levels.
Publisher
Springer Berlin Heidelberg,Springer Nature B.V
Subject
