##plugins.themes.bootstrap3.article.main##

This article foregrounds the fundamental role that language can play in communicating mathematical ideas and contexts. The findings from this article contribute to an understanding of different ways textbook series with particular orientations make opportunities available for students to develop forms of agency and autonomy during classroom learning. The article also contributes methodology for analyzing mathematical texts of different genres.

References

  1. Boaler, J., & Staples, M. (2008). Creating mathematical futures through an equitable teaching approach: The case of Railside School. Teachers College Record, 110(3), 608–645.
     Google Scholar
  2. Cobb, P., & Yackel, E. (1996). Constructivist, emergent, and sociocultural perspectives in the context of developmental research. Educational Psychologist, 31(3-4), 175–190.
     Google Scholar
  3. Halliday, M. A. K., & Matthiessen, C. M. I. M. (2014). Halliday’s introduction to functional grammar. London: Routledge, Taylor & Francis Group.
     Google Scholar
  4. Herbel-Eisenmann, B. A. (2007). From intended curriculum to written curriculum: Examining the “voice” of a mathematics textbook. Journal for Research in Mathematics Education, 38(4), 344–369.
     Google Scholar
  5. Hmelo-Silver, C. E. (2004). Problem-based learning: What and how do students learn? Educational psychology review, 16(3), 235–266.
     Google Scholar
  6. Hsu, H. Y., & Silver, E. A. (2014). Cognitive complexity of mathematics instructional tasks in a taiwanese classroom: an examination of task sources. Journal for Research in Mathematics Education, 45(4), 460–496.
     Google Scholar
  7. Kolovou, A., Van Den Heuvel-Panhuizen, M., & Bakker, A. (2011). Non-routine problem-solving tasks in primary school mathematics textbooks–A needle in a haystack. Mathematical problem solving in primary school, 8, 45.
     Google Scholar
  8. Kilpatrick, J., Swafford, J., & Findell, B. (Eds.). (2001). Adding it up: Helping children learn mathematics. Washington, DC: National Academy Press.
     Google Scholar
  9. Lester, F. K. (2013). Thoughts about research on mathematical problem-solving instruction. The Mathematics Enthusiast, 10(2), 245–278.
     Google Scholar
  10. Lester, F. K., & Cai, J. (2016). Can mathematical problem solving be taught? Preliminary answers from 30 years of research. In Posing and Solving Mathematical Problems (pp. 117–135). Springer International Publishing.
     Google Scholar
  11. Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook (2nd ed.). Newbury Park, CA: Sage.
     Google Scholar
  12. Morgan, C. (2016). Studying the role of human agency in school mathematics. Research in Mathematics Education, 18(2), 120–141.
     Google Scholar
  13. Pickering, A. (1995). The mangle of practice: Time, agency, and science. Chicago: University of Chicago Press
     Google Scholar
  14. Pólya, G. (1971). How to solve it: a new aspect of mathematical method. 2d ed. Princeton, N.J.: Princeton University Press.
     Google Scholar
  15. Schoenfeld, A. H. (1985). Mathematical problem solving. Orlando, Fla.: Academic Press.
     Google Scholar
  16. Silver, E. A. (2013). Problem-posing research in mathematics education: Looking back, looking around, and looking ahead. Educational Studies in Mathematics, 83(1), 157–162.
     Google Scholar
  17. Silver, E. A., & Stein, M. K. (1996). The Quasar Project: The “revolution of the possible” in mathematics instructional reform in urban middle schools. Urban Education, 30(4), 476–521.
     Google Scholar
  18. Silver, E.A., Ghousseini H., Gosen, D., Charalambous, C., & Strawhun, B.T.F. (2005). Moving from rhetoric to praxis: Issues faced by teachers in having students consider multiple solutions for problems in the mathematics classroom. The Journal of Mathematical Behavior, 24(3), 287–301.
     Google Scholar
  19. Sood, S., & Jitendra, A. K. (2007). A comparative analysis of number sense instruction in reform-based and traditional mathematics textbooks. The Journal of Special Education, 41(3), 145–157.
     Google Scholar
  20. Stanic, G. & Kilpatrick, J. (1989). Historical perspectives on problem solving in the mathematics curriculum. In R. Charles & E. Silver (Eds.), The teaching and assessing of mathematical problem solving (pp. 1-22). Reston, VA: National Council of Teachers of Mathematics.
     Google Scholar
  21. Stein, M. K., Smith, M. S., Henningsen, M. A., & Silver, E. A. (2000). Implementing standards- based mathematics instruction: A casebook for professional development. New York: Teachers College Press.
     Google Scholar
  22. Wijaya, A., van den Heuvel-Panhuizen, M., & Doorman, M. (2015). Opportunity-to-learn context-based tasks provided by mathematics textbooks. Educational studies in mathematics, 89(1), 41–65.
     Google Scholar
  23. Yackel, E., & Cobb, P. (1996). Sociomathematical norms, argumentation, and autonomy in mathematics. Journal for Research in Mathematics Education, 27(4), 458–477.
     Google Scholar
  24. Yeo, J. B. (2017a). Development of a Framework to Characterize the Openness of Mathematical Tasks. International Journal of Science and Mathematics Education, 15 (1) 175–191.
     Google Scholar
  25. Yeo, J.B. (2017b). Use of open and guided investigative tasks to empower mathematics learners. In Empowering Mathematics Learners: Yearbook 2017 Association of Mathematics Educators (pp. 219–247).
     Google Scholar