In the
process of teaching mathematics in the primary school cycle in the
of
the textbook has a very important role, considering its focusing effect on the
learning and teaching, that is to say, on the structure of students’
mathematical knowledge. In this sense, the use of textbooks in initial teaching
of mathematics, particularly in the design and implementation of the process of
teaching, is one of the important indicators of the mode of work and the place
of students and teachers in the educational process.
This paper
research points out the necessity of aligning the textbook concept with modern
theories of mathematics education, including the creation and writing of
textbooks that will serve the realization of achieving goals of modern
mathematics teaching. Among other things, the textbook model that will meet set
requirements will feature the representation methods, procedures, and teaching
approaches that promote active and interactive learning, as well as, creative
and critical thinking. The paper also points out the contemporary tendencies
that new models of textbooks should be primarily based on contextualization,
which implies a problem solving approach to teaching and the development of
higher forms of learning and thought processes. This context is the starting
point for empirical analysis with the aim to test the support for standard math
textbooks for junior grades of elementary school approved for use in the
of
in school year 2016/2017, and the process of contextualization of learning and
teaching mathematics in elementary school teaching. In the first part of the
paper, the theoretical aspects of the fundamental concepts of contextual
teaching and learning in mathematics teaching in junior grades of elementary
school, as well as the importance of the textbooks in acquiring knowledge are
shown. The first part of the paper also deals with the analysis of current
textbooks focusing especially on the elements of the contextual approach to the
process of teaching.
Journal Section | Articles |
---|---|
Authors | |
Publication Date | August 31, 2017 |
Submission Date | August 30, 2017 |
Published in Issue | Year 2017 |
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