The teacher-textbook relationship: interpretations and use of a textbook by mathematics teacher

• Grant number: 23/14582-3
• Support Opportunities: Scholarships in Brazil - Doctorate
• Start date: April 01, 2024
• End date: March 31, 2028
• Field of knowledge: Humanities - Education - Educational Teaching and Learning
• Principal Investigator: Rúbia Barcelos Amaral
• Grantee: Ayla Moulaz Carvalho de Jesus
• Host Institution: Instituto de Geociências e Ciências Exatas (IGCE). Universidade Estadual Paulista (UNESP). Campus de Rio Claro. Rio Claro , SP, Brazil

Abstract

An increase in textbooks (TB) research is noted, but studies that consider their use by teachers are not seen to the same extent.Therefore, this doctoral project proposes a research that aims to understand the teacher-textbook relationship, based on its interpretations and use in practice. Using The Design Capacity for Enactment (DCE) structure developed by Brown, which captures the various components of the dynamics of the teacher-curricular material as teachers reproduce, adapt, or improvise with books, we intend to develop a qualitative approach research case study with three mathematics teachers in their classrooms. For data production, it will be used questionnaire responses, logbook notes, and responses given to a semi-structured interview with the teachers. Furthermore, the TB that they use will be analyzed. Finally, a data triangulation will be held in light of the DCE. Therefore, this research is expected to contribute significantly to understanding the teacher-textbook relationship, a field that is still not sufficiently explored, especially in the Brazilian context.