Research project Textbooks and teacher guides are central to mathematics teaching and learning all over the world. In this study we analyze differences and similariies in how teacher guides communicate with teachers.
Mathematics textbooks and teacher guides are important for many mathematics teachers in the world. What kind of help can teachers get from the teacher guides? How is this help communicated to the teachers? In this study we analyze teacher guides from three countries (USA, Belgium and Sweden) to find out the answers to these questions. We also compare the results from the three countries to see what kind of differences and similarities can be found, and if this can be connected to regional or cultural traditions. The aim is to find whether the teacher guides focus more on prescribing what the teacher should do or on support to the teacher.
Hendrik Van Steenbrugge