Abstract:

Mathematics teachers have traditionally implemented curriculum materials. A material that has have a significant influence is the textbook, which often in practice is the main organizing factor, defining the subject, and how it is taught [1]. With the introduction of digital textbooks in education the role of the teacher is changing.

Digital technologies have the ability to continue to develop and be re-designed even after the purchase. Software can adapt to users, users can develop the products in line with their needs and updates can continuously be provided. In such a digital and socio-technical environment products can be developed continuously by end users [2]. Since digital textbooks offer connectivity [3] between teachers and the developer and/or publisher, teachers have the possibility to take on a more active role in adapting the digital textbook.

This research aims to understand mathematics teachers who use a digital textbook and spontaneously take the opportunity to engage in co-design. A case study was conducted with six mathematics teachers in grade 1-9. We conducted focus group interviews with the teachers before and after the intervention. During the intervention, which lasted for three weeks, the teachers got technical and pedagogical support and classroom observations were conducted.

The teachers are aware of digital textbooks as possible to continuously improve. The improvements included three different areas. First, typos. Second, functions that are inefficient and hence influence usefulness. Finally, teachers’ beliefs of teaching and learning mathematics that do not coincide with the digital system. Teachers contacted the publisher, even during class, when technical problems occurred. Thus, there is not only a possibility for improvement but also an expectation from the teachers that the textbook should be improved by the developer during the use.

Our results show that the relationship between teacher and publisher changes when digital textbooks are used. This change calls for a new approach to how digital textbooks are developed, implemented and understood in relation to education in general and to mathematics in particular. The emergent relationship between publisher and end-user can be a successful way for development of digital textbooks but also impose demands on the publisher when teachers take a more active role. When teachers in this study met a problem in or with the digital textbook they took immediate action and participated in design solutions which led to a continual development. Subsequently, this means that digital textbooks do not define mathematics and how it should be delivered in contrast to traditional textbooks.

References:
[1] Usiskin, Z. (2013). Studying textbooks in an information age. ZDM Mathematics Education, 45, 713-723.
[2] Fischer, G. (2013). “End-User Development: From Creating Technologies to Transforming Cultures” in End-User Development: Fourth International Symposium (Copenhagen, Denmark, June), pp. 217-222. http://l3d.cs.colorado.edu/~gerhard/papers/2013/EUD.pdf
[3] Gueudet, G., Pepin, B., Restrepo, A., Sabra, H., & Trouche, L. (2016). E-textbooks and Connectivity: Proposing an Analytical Framework. International Journal of Science and Mathematics Education, doi:10.1007/s10763-016-9782-2.

Keywords:

Mathematics, teacher, digital textbook, end-user, co-design, case study.