Affordances for learning linear functions: A comparative study of two textbooks from South Africa and Germany.

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dc.article.end-page12en_ZA
dc.article.start-page1en_ZA
dc.contributor.authorMellor, K
dc.contributor.authorClark, R
dc.contributor.authorEssien, A
dc.date.accessioned2021-08-12T13:41:59Z
dc.date.available2021-08-12T13:41:59Z
dc.date.issued2018-09
dc.description.abstractTextbook content has the ability to influence mathematical learning. This study compares how linear functions are presented in two textbooks, one of South African and the other of German origin. These two textbooks are used in different language-based streams in a school in Gauteng, South Africa. A qualitative content analysis on how the topic of linear functions is presented in these two textbooks was done. The interplay between procedural and conceptual knowledge, the integration of the multiple representations of functions, and the links created to other mathematical content areas and the real world were considered. It was found that the German textbook included a higher percentage of content that promoted the development of conceptual knowledge. This was especially due to the level of cognitive demand of tasks included in the analysed textbook chapters. Also, while the South African textbook presented a wider range of opportunities to interact with the different representations of functions, the German textbook, on the other hand, included more links to the real world. Both textbooks linked 'functions' to other mathematical content areas, although the German textbook included a wider range of linked topics. It was concluded that learners from the two streams are thus exposed to different affordances to learn mathematics by their textbooks.en_ZA
dc.description.librarianMS2021en_ZA
dc.description.sponsorshipFunding text K.M. thanks the University of the Witwatersrand for the Postgraduate Merit Award that provided financial support during the course of this research. The article is based on the B.Sc. Honours research report of K.M. which was jointly supervised by R.C. and A.A.E.en_ZA
dc.facultyFaculty of Humanitiesen_ZA
dc.funderUniversity of the Witwatersrand, Johannesburgen_ZA
dc.identifier.citationMellor, K., Clark, R., & Essien, A. (2018). Affordances for learning linear functions: A comparative study of two textbooks from South Africa and Germany. Pythagoras, 39 (1), pp. 1-12.en_ZA
dc.identifier.issn10122346
dc.identifier.urihttps://hdl.handle.net/10539/31496
dc.journal.issue1en_ZA
dc.journal.titlePythagorasen_ZA
dc.journal.volume39en_ZA
dc.language.isoenen_ZA
dc.publisherPublisher: AOSIS (pty) Ltden_ZA
dc.rightsCopyright: © 2018. The Author(s). Licensee: AOSIS.en_ZA
dc.schoolWits School of Educationen_ZA
dc.subjectLinear functionsen_ZA
dc.subjectCognitive demanden_ZA
dc.subjectTextbooksen_ZA
dc.subjectTasksen_ZA
dc.titleAffordances for learning linear functions: A comparative study of two textbooks from South Africa and Germany.en_ZA
dc.typeArticleen_ZA
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