FUNCTIONS OF STRUCTURAL COMPONENTS IN TEXTBOOKS MATHEMATICS MOTIVATION FOR LEARNING AND METACOGNITIVE GUIDANCE
DOI:
https://doi.org/10.5937/Keywords:
mathematics textbooks, structural components, learning motivation, metacognitive scaffoldingAbstract
Mathematics textbooks have a long history while the study of mathematics textbooks has been developing. The aim of this paper is an overview of the general theoretical and methodological frames of mathematics textbook research. From a theoretical perspective, the sociocultural theory of development and education has gained attention in mathematics textbook research and in that theory textbooks are seen as a cultural-supportive tool. The focus is put on the concretization of cultural-supportive tools in mathematics textbooks through structural components with the function of learning motivation and metacognitive scaffolding. From the methodological aspect, the majority of textbook research refers to analysis, for that purpose, а protocol for monitoring the functions of structural components is proposed. On the other hand, there are fewer studies about textbook use by students, for that purpose, keeping a diary, interviews and observations are recommended. It is concluded that psychological constructs such as learning motivation and metacognitive scaffolding should be included in mathematics textbooks as support for self-regulation learning and problemsolving methods of teaching. These constructs are providing opportunities for holistic mathematics textbook research, from the perspective of textbook analysis and textbook use, which is recommended for future research.
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