A Case Study Of New Textbook Use By High School Mathematics Teachers In Shanghai From The Perspective Of Interaction

The High School Mathematical Curriculum Standards(2017 Edition)was issued in January 2018.New mathematics textbooks are being used in Autumn 2020 in Shanghai.The quality of new textbook is therefore important for the successful implementation of the Standards.Compared with the new textbooks,the high school mathematics teachers' use of new textbooks are more important,because any textbook can only be used by teachers before it can play a role.Therefore,this study explored :(1)How to construct an analytical framework for the use of new textbooks by high school mathematics teachers?(2)How high school mathematics teachers use new textbooks?(3)What factors have influence on high school mathematics teachers' new textbook use?First,taking an interaction perspective and adopting sociocultural theory as theoretical foundation,an analytical framework suitable for Chinese high school mathematics teachers' use of the new textbooks was constructed according to the reality of Chinese education based on existing theoretical framework.On the basis of the theoretical framework,this study proposes coding schemes in the of unit design dimension,lesson design dimension,lesson construction dimension and lesson reflection dimension through literature analysis.The theoretical framework solves the problem of what to analyze and from what dimensions to analyze,and the coding scheme solves the problem of how to analyze.The integration of the theoretical framework and coding scheme forms the analytical framework for high school mathematics teachers to use the new textbook.Through preliminary research and expert demonstration,this study further revised and improved and finally formed a four-dimensional and six-element analysis framework of high school mathematics teachers' use of the new textbook.Secondly,this study employed case study approach involving two teachers(one novice teacher and one expert teacher)who have different amount of experience in the same school in Shanghai.With the logarithm,power function and exponential function and logarithmic function,the function concept and properties of the three units as example,Data source include classroom observation,semi-structured interviews,document.Based on the in-depth data getting from classroom observation,semi-structured interviews and documentary analysis,the major findings are as follows:First,when organizing units,both novice teacher and expert teacher planed to follow the new textbook in terms of sequence;When selecting and designing unit topics,both novice teacher and expert teacher often planned to appropriate the new textbook in terms of unit topics selection,and sometimes planned to add supplement unit topics.When organizing the unit topics,novice teacher always planed to follow the new textbook in terms of sequence,while expert teacher often planned to follow the new textbook in terms of sequence,and sometimes planned to rearrange the unit topics.Second,when choosing and designing mathematics tasks,novice teacher mainly planed to appropriate the introduced tasks and definitions in the new textbook,while expert teacher often planed to appropriate the introduced tasks and definitions in the new textbook.Novice teacher seldom planed to add transitional tasks,and expert teacher often planed to add transitional tasks to make students feel the need for concept introduction;Novice teacher often planed to appropriate the example problem and exercise problem in the new textbook,while expert teacher often intended to flexibly use(expand,replace,omit,rearrange and add)the example problem and exercise problem in the new textbook.Sometimes novice teacher planned to appropriate the proof task in the new textbook,sometimes she planned to omit the task or the proving in the new textbook.Expert teacher often intended to expand the task of proof and supplement(the necessity of proof).Novice teacher often planed to add the concept discrimination by focusing on keywords and the relationship between concepts.Expert teacher often planed to add the concept discrimination by giving examples and the relationship between concepts.Third,when enacting the planed mathematical tasks,novice teacher hardly adjusted the planed mathematical tasks.Occasionally,when unexpected students' ideas occurred,sometimes she adjusted the planed mathematical tasks were temporarily adjusted to let students express their ideas,sometimes she did not adjust the planed mathematics tasks.Expert teacher often did not adjust the planed mathematics tasks,sometimes he can also adjust the planed mathematics task,students with unexpected when the solution to let the students to show their solution,students underperforming interim review relevant knowledge,to re-examine the preset mathematics task after temporary adjustment preset mathematics tasks,occasionally burst penetration mathematical reasoning.In addition,expert teacher also occasionally forgets a planed mathematics task.Forth,novice teacher reflected on her mathematics tasks after almost every class.With reflections,she often thought she need to improve the mathematics task.Sometimes,she believed she need not to improve the mathematics task.Expert teacher reflected on her mathematics tasks after every class.With reflections,he almost always believed he need to improve the mathematics task.He seldom believed he need not to improve the mathematics task.Expert teacher will reflect on and improve mathematical tasks from the perspective of mathematics education theory,while novice teacher will not reflect on and improve mathematical tasks from the perspective of mathematics education theory.Firth,influential factors for mathematics teachers' textbook use were found as follows: teachers' beliefs of mathematics teaching and learning,teaching experience;the new textbook;student;context(director of lesson preparation group,other teachers in lesson preparation group,school leader,mathematics teacher educator,idea of new curriculum,Chinese mathematics education tradition,the examination culture).This study makes significant theoretical and practical contributions.In terms of theoretical contributions,this study constructs an analytical framework for the use of new textbooks by high school mathematics teachers,which helps to enrich and develop the theoretical research on the use of textbooks by mathematics teachers.This study also describes the use of new textbooks by high school mathematics teachers.In terms of practical contributions,this study puts forward some suggestions and suggestions on the improvement of the new mathematics textbooks and the related training of the new textbooks.