References
- Bezemer, J., & Kress, G. (2010). Changing Text: A Social Semiotic Analysis of Textbooks. Designs for learning, 3(1–2), 10–29. DOI: 10.16993/dfl.26
- Björklund Boistrup, L. (2017).
Multimodalitet och matematik. [Multimodality and mathematics] . In E. Insulander, S. Kjällander, F. Lindstrand, & A. Åkerfeldt (Eds.), Didaktik i omvandlingens tid: text, representation, design. [Didactics in a time of change – text, representation, design]. Stockholm: Liber. - Brorsson, Å. (2014a). Prima matematik. 1A. [Fine mathematics. 1A]. (2nd ed.). Malmö: Gleerups Utbildning.
- Brorsson, Å. (2014b). Prima matematik. [Fine mathematics.]. Digital textbook. Malmö: Gleerups Utbildning.
- Carpenter, T. P., & Moser, J. M. (1983).
The acquisition of addition and subtraction concepts . In R. Lesh, & M. Landau (Eds.), Acquisition of mathematics: Concepts and processes (pp. 7–44). New York: Academic Press. - Carter, J., Li, Y., & Ferrucci, B. J. (1997). A comparison of how textbooks present integer addition and subtraction in PRC and USA. The Mathematics Educator, 2(2), 197–209.
- Charalambous, C. Y., Delaney, S., Hsu, H.-Y., & Mesa, V. (2010). A comparative analysis of the addition and subtraction of fractions in textbooks from three countries. Mathematical thinking and learning, 12(2), 117–151. DOI: 10.1080/10986060903460070
- Danielsson, K., & Selander, S. (2014). Se texten!: multimodala texter i ämnesdidaktiskt arbete. [View the text! – Multimodal texts in education]. Malmö: Gleerups.
- Danielsson, K., & Selander, S. (2016). Reading multimodal texts for learning – A model for cultivating multimodal literacy. Designs for Learning, 8(1), 25–36. DOI: 10.16993/dfl.72
- Despina, D., & Harikleia, L. (2014). Addition and subtraction word problems in Greek grade A and grade B mathematics textbooks: Distribution and children’s understanding. International Journal for Mathematics Teaching and Learning, July 2014.
- Dowling, P. (1996). A sociological analysis of school mathematics texts. Educational Studies in Mathematics, 31(4), 389–415. DOI: 10.1007/BF00369156
- Dowling, P. (2013). Social Activity Method (SAM): A Fractal Language for Mathematics. Mathematics Education Research Journal, 25(3), 317–340. DOI: 10.1007/s13394-013-0073-8
- Dyrvold, A. (2016). The role of semiotic resources when reading and solving mathematics tasks. Nordic Studies in Mathematics Education, 21(3), 51–72.
- Engvall, M. (2013). Handlingar i matematikklassrummet: en studie av undervisningsverksamheter på lågstadiet då räknemetoder för addition och subtraktion är i fokus. [Actions in the math classroom– a study of early years education activities, when addition and subtraction counting methods are in focus.]. Diss. Linköping: Linköpings universitet.
- Fan, L., Zhu, Y., & Miao, Z. (2013). Textbook research in mathematics education: Development status and directions. ZDM: The International Journal of Mathematics Education, 45(5), 633–646. DOI: 10.1007/s11858-013-0539-x
- Foxman, D., & Beishuizen, M. (2002). Mental calculation methods used by 11-Year -olds in different attainment bands: A reanalysis of data from the 1987 APU survey in the UK. Educational Studies in Mathematics, 51(1–2), 41–69. DOI: 10.1023/A:1022416021640
- Fuson, K. C. (1992).
Research on whole number addition and subtraction . In D. A. Grouws (Ed.), Handbook of research on mathematics teaching and learning (pp. 243–275). New York: Macmillan. - Fuson, K. C., Stiegler, J. W., & Bartsch, K. (1988). Grade placement of addition and subtraction topics in Japan, mainland China, the Soviet Union, Taiwan and the United States. Journal for Research in Mathematics Education, 19(5), 449–456. DOI: 10.2307/749177
- Herbel-Eisenmann, B. (2007). From intended curriculum to written curriculum: Examining the “voice” of a mathematics textbook. Journal for Research in Mathematics Education, 38(4), 344–369. DOI: 10.2307/30034878
- Jewitt, C. (2011).
An introduction to multimodality . In C. Jewitt (Ed.), The Routledge handbook of multimodal analysis (pp. 14–27). London: Routledge. - Jewitt, C., Bezemer, J. J., & O’Halloran, K. L. (2016). Introducing multimodality. Milton Park, Abingdon, Oxon: Routledge.
- Johansson, M. (2006). Teaching mathematics with textbooks: a classroom and curricular perspective. Diss. Luleå: Luleå tekniska universitet.
- Kavén, A., & Persson, H. (2011). Mattedetektiverna. 1A. [Math detectives 1A]. Stockholm: Liber.
- Kress, G. (2003). Literacy in the new media age. London: Routledge. DOI: 10.4324/9780203299234
- Kress, G. (2011).
What is mode? In C. Jewitt (Ed.), The Routledge handbook of multimodal analysis (pp. 54–67). London: Routledge. - Kress, G. R. (2010). Multimodality: a social semiotic approach to contemporary communication. London: Routledge.
- Lepik, M., Grevholm, B., & Viholainen, A. (2015). Using textbooks in the mathematics classroom – the teachers’ view. Nordic Studies in Mathematics Education, 20(3–4), 129–156.
- Mayer, K. K., Sims, V., & Tajika, H. (1995). A comparison of how textbooks teach mathematical problem solving in Japan and the United States. American Educational Research Journal, 32(2), 443–460. DOI: 10.2307/1163438
- Morgan, C. (2006). What does social semiotics have to offer mathematics education research? Educational Studies in Mathematics, 61(1–2), 219–245. DOI: 10.1007/s10649-006-5477-x
- Mullis, I. V., Martin, M. O., Foy, P., & Arora, A. (2012). TIMSS 2011 international results in mathematics. International Association for the Evaluation of Educational Achievement. Herengracht 487, Amsterdam, 1017 BT, The Netherlands.
- Nugroho, A. D. (2010). Mathematics textbooks of primary 1 used in Singapore: A multimodal analysis of its intersemiosis. K@ta, 12(1), 72–91. DOI: 10.9744/kata.12.1.72-91
- O’Halloran, K. L. (2005). Mathematical discourse: Language, symbolism and visual images. London: Continuum.
- O’Keeffe, L., & O’Donoghue, J. (2015). A role for language analysis in mathematics textbook analysis. International Journal of Science and Mathematics Education, 13(3), 605–630. DOI: 10.1007/s10763-013-9463-3
- Österholm, M. (2006). Characterizing reading comprehension of mathematical texts. Educational Studies in Mathematics, 63(3), 325–346. DOI: 10.1007/s10649-005-9016-y
- Österholm, M. (2008). Do students need to learn how to use their mathematics textbooks? The case of reading comprehension. Nordic Studies in Mathematics Education, 13(3), 53–73.
- Pansell, A. (2018). The ecology of Mary’s mathematics teaching: tracing co-determination within school mathematics practices. Diss. Stockholm: Stockholms universitet.
- Reys, B., Reys, R., & Koyama, M. (1996). The development of computation in three Japanese primary-grade textbooks. The Elementary School Journal, 96(4), 423–437. DOI: 10.1086/461837
- Riley, M. S., Greeno, J. G., & Heller, J. I. (1983).
Development of children’s problem-solving ability in arithmetic . In H. Ginsburg (Ed.), The development of mathematical thinking (pp. 153–196). New York: Academic Press. - Segerby, C. (2017). Supporting mathematical reasoning through reading and writing in mathematics: making the implicit explicit. Diss. Malmö: Malmö högskola.
- Selander, S., & Kress, G. (2010). Design för lärande: ett multimodalt perspektiv. [Designs for learning – a multimodal perspective]. Stockholm: Norstedt.
- Skolverket. (2010). Ämnesproven i grundskolans årskurs 5 [National tests in Year 5]. Retrieved from:
https://gupea.ub.gu.se/bitstream/2077/27935/1/gupea_2077_27935_1.pdf . - Sutherland, R., Winter, J., & Harries, T. (2001). A transnational comparison of primary mathematics textbooks: The case of multiplication. Research in Mathematics Education, 3(1), 155–167. DOI: 10.1080/14794800008520090
- Taflin, E. (2007). Matematikproblem i skolan: för att skapa tillfällen till lärande. [Mathematics problems in school: to create opportunities for learning]. Diss. Umeå: Umeå universitet.
- Weinberg, A., & Wiesner, E. (2011). Understanding mathematics textbooks through reader-oriented theory. Educational Studies in Mathematics, 76(1), 49–63. DOI: 10.1007/s10649-010-9264-3
- Zhou, Z., & Peverly, S. T. (2005). Teaching addition and subtraction to first graders: A Chinese perspective. Psychology in the schools, 42(3), 259–272. DOI: 10.1002/pits.20077
DOI: https://doi.org/10.16993/dfl.123 | Journal eISSN: 2001-7480
Language: English
Page range: 52 - 62
Submitted on: Sep 28, 2018
Accepted on: Apr 1, 2019
Published on: Apr 24, 2019
Published by: Stockholm University Press
In partnership with: Paradigm Publishing Services
Keywords:
© 2019 Malin Norberg, published by Stockholm University Press
This work is licensed under the Creative Commons Attribution 4.0 License.