cakes chocolate, candies bread fruit
drink pure mathematics no people school
shopping DIY cooking children's hobbies
The Electronic Journal of e-Learning Volume 15 Issue 3 2017
www.ejel.org 242 ©ACPIL
service teachers create in word problems of their multimedia materials is very stereotypical, far from real life and defending old-fashioned middle-class values, traditions. In-service teachers whose materials were analysed in this study fail to respond to the world as it is now. Thus the answer to the research questions asked in this study is that in-service teachers fail to use the potential of the new medium (online multimedia materials). Although uploading materials is virtually for free and gives the authors the chance to be subversive and innovative as there are no reviewers whose approval would be needed, they tend to create problems similar to those they were brought up on. Instead of responding to the current state of society, the conditions of their classrooms and interests of contemporary young learners, they tend to replicate the same cultural patterns that they had come across as primary and secondary school students.
The selection of settings in online materials is very similar to the settings of problems posed by teacher trainees in pen and paper and also to the settings of word problems that are common in Czech textbooks of mathematics. This implies that more attention should be paid to the issue of non-mathematical and cultural aspects of mathematics education at the level of teacher training. Preservice and in-service teachers of mathematics need to grow aware of the fact that they are not only teaching mathematics, but also teaching culture and molding the new generation. Moreover, their insistence on the use of the most traditional images may make mathematics distant to those learners who come from different cultural backgrounds and have diametrically different experience with everyday life. And that contradicts the principle of equity and equal chances in education.
Acknowledgements
The research was supported by GAUK project number Výzkum kulturního obsahu u ebnic matematiky pro ZŠ a nižší gymnázia number 327615.
References
Amit, M. and Fried, M. (2002) “Research, reform, and times of change. Handbook of international research in mathematics education”, pp 355–382, Lawrence Erlbaum Assoc., New York.
Apple, M.W., Au, W. and Gandin, L.A. (2009) “Mapping Critical Education”, The Routledge International Book of Critical Education, Routledge, London.
Baudrillard, J. (1998) Simulacra and Simulations, [online], http://www.egs.edu/faculty/jean-baudrillard/articles/simulacra- and-simulations/.
Berger, M. (2016) “Reading and learning from mathematics textbooks: An analytic framework”, Proceedings of the 40th Conference of the International Group for the Psychology of Mathematics Education, Vol. 2, pp 83–89, Szeged, Hungary: PME.
Blackman, L. and Walkerdine, V. (2001) Mass Hysteria. Critical psychology and media studies, Basingstoke, Palgrave. Bourdieu, P. (1998) Teorie jednání, Nakladatelství Karolinum, Praha. [Translated from Bourdieu, P. (1994). Raisons
pratiques, Essais. Éditions du Seuil, Paris.In English: Bourdieu, P. (1998) On the theory of action. Practical reason.
Stanford University Press, Stanford.]ly
Chval, K., Heck, D., Weiss, I. and Ziebarth, S.W. (2012) Approaches to studying the enacted mathematics curriculum. A volume in the series Research in Mathematics Education, Information Age Publishing, Charlotte.
Foucault, M. (2002) Archeologie v d ní, Herrmann a synové, Praha. English original: The archaeology of knowing, [online], https://books.google.cz/books?hl=en&lr=&id=jSa7QzfcCK0C&oi=fnd&pg=PT5&dq=foucault+michel&ots=yYYTchlSGF &sig=XD3ujL7pxzzCUYVTRx18Di5uz8k&redir_esc=y#v=onepage&q=foucault%20michel&f=false.
Giroux, H.A. (1983) Theory and resistance in education. A pedagogy for the opposition, Bergin & Garvey Publications, Massachusetts.
Havelková, V. (2013) “Jourdain Effect and Dynamic Mathematics”, Proceedings of the 10th International Conference on Efficiency and Responsibility in Education (ERIE 2013), pp 182–188, CULS, Prague.
Hoyles, C. and Lagrange, J.-B. (Eds.) (2010) Mathematics education and technology: Rethinking the terrain: the 17th ICMI study, Springer, New York, NY.
Jan a ík, A. and Novotná, J. (2011) “ ´For show´ or efficient use of ICT in mathematics teaching?“, Proceedings of the 10th International Conference on Technology in Mathematics Teaching, pp 166–171, University of Portsmouth,
Portsmouth.
Kentli, F. D. (2009) “Comparison of hidden curriculum theories”, European Journal of Educational Studies, pp 83–88. Kortenkamp, U. and Ladel, S. (2013) „Designing a technology based learning environment for place value using artifact-
centric activity theory“, Proceedings of the 37th Conference of the International Group for the Psychology of Mathematics Education: Vol. 1, pp 188–192, PME, Kiel, Germany.
Li, Y., Zhang, J. and Ma, T. (2009) ”Approaches and practices in developing school mathematics textbooks in China”, ZDM – The International Journal on Mathematics Education, Vol 41, pp 733–748.
Meany, T. and Lange, T. (2013) “Learners in Transition between Contexts”, The Third International Handbook of Mathematics Education, Vol 27, Springer.
Hana Moraová
Moraová, H. (2013) “Mum, What’s for lunch?: An analysis of images of women and men in a contemporary Czech mathematics textbook for 11-year old pupils”, Proceedings of SEMT13, pp 187–196, UK, Prague.
Moraová, H. (2014) “Non-mathematical content of mathematics word problems posed by teacher trainees”, Proceedings of the 11th International Conference on Efficiency and Responsibility in Education (ERIE 2014), pp 463–470, CULS, Prague.
Moraová, H. (2015) “Non-mathematical aspects of mathematics textbooks – What are the values and who is responsible for them”, Proceedings of the 14th Conference on Applied Mathematics (Aplimat, Slovakia), pp 589–601, Slovak University of Technology in Bratislava, Bratislava.
Mullis, I. V. S., Martin, M. O. and Foy, P. (2008) TIMSS 2007 international mathematics report: findings from IEA’s Trends in international mathematics and science study at the fourth and eighth grades, Boston College, Chestnut Hill.
Novotná, J. (2014) ”Multimedia Teaching Materials for Development of Pupils’ Culture of Problem Solving”, Proceedings of the 13th European Conference on e-Learning ECEL-2014, pp 370–377, Aalborg University, Copenhagen.
Prokop, J. (2005) Škola a spole nost v kritických teoriích druhé poloviny 20. století. Nakladatelství Karolinum, Prague. [In Czech.]
Rezat, S. and Straesser, R. (2012) “From the didactical triangle to the socio-didactical tetrahedron: artifacts as fundamental constituents of the didactical situation”, ZDM – The International Journal on Mathematics Education,Vol 44, No. 5, pp 641–651.
Silver, E. A. (2009) “Cross-national comparisons of mathematics curriculum materials: what might we learn?”, ZDM – The International Journal on Mathematics Education, Vol 41, pp 827–832.
Tichá, M. and Hošpesová, A. (2013) Developing teachers’ subject didactic competence through problem posing,
Educational Studies in Mathematics, Vol 83, No. 1, pp 133–143.
Törnroos, J. (2005) “Mathematics textbooks, opportunity to learn and student achievement”, Studies in Educational Evaluation, pp 31, 315–327.
Valverde, G. A., Bianchi, L. J., Wolfe, R. G., Schmidt, W. H. and Houang, R. T. (2002) According to the book. Using TIMSS to investigate the translation of policy into practice through the world of textbook, Kluwer Academic Publishers, Dordrecht.
ISSN 1479-4403 244 ©ACPIL Reference this paper as: Jan a íková K and Jan a ík A, “Teaching Aids and Work With Models in e-Learning Environments” The Electronic Journal of e-Learning Volume 15 Issue 3 2017, (pp244-258) available online at www.ejel.org