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• W296041608 abstract "The following is an account of the role of the number-line metaphor in an Argentine textbook series (Tapia, Bibiloni and Tapia, 1974, 1975). 1he development and work of the metaphor is tracked from its emergence as a representation of the nannal numbers to the introduction of the real numbers. It is part of a study of textbook construction of the real number system which investigated a way to analyze texts used in the teaching of mathematics. [I] Most of the research on mathematics textbooks can be considered as external critiques of text Metaphorically speaking, textbooks have been conceived as technological products (as in Howson, 1995), containers (as in van Dormolen, 1986), or funnels (as in Kang, 1990) of the mathematics to be learned .. The analysis of textbooks has yielded descriptions and explanations that refer them to the educational system, the mathematics of the mathematician, or the process of didactic transposition. [2] In contrast, Otte (1983) has analyzed the interaction between diagrams and explanations as an emergent of the conflict between the temporal and the spatial nanne of texts He has also explained how metaphors in textbooks may be more than pedagogical devices: metaphors can also be textual strategies which collaborate in the construction of the meaning that an item of knowledge has in the text His approach can be described as conceiving the textbook as an environment for the construction of knowledge and yields descriptions that could be called internal critiques The present study, close to Otte's approach, investigated a way to cany out an internal critique of a text that would allow one to address questions like: how does textuality as a linear temporal process create its own mathematics? And what are the textual meanings of the mathematical notions which are developed inside a textbook and along that temporal axis? The main theoretical influences on my effotts to conceptualize and analyze text have been Foucault's (1972) archaeology of knowledge, Chevallard's (1991) theory of didactic transposition and Eco's (1979) notions of model reader and open-closed wmk. However, theit presence is mostly silent; my understanding of their works guides my way of interrogating and asserting, but they are not responsible for my actual questions and conclusions The textbooks analyzed were W!itten for the first and second year of high-school mathematics [3], and are part of a series that also includes books for the third and fourth years [4] A modern mathematics flavor is apparent in these books, which set off to develop arithmetic and geometry as different topics in the same language of the 'theory of sets' (see Howson et al., 1981, pp 100-101). Owing to the explicit intent to present mathematical knowledge as organized by its co=unity of reference, these textbooks seemed to present a nice challenge to the claim that a text unfolds a distinct regime of mathematical discomse Thus, I chose to study them even though they were published over 20 years ago" @default.
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• W296041608 date "1997-01-01" @default.
• W296041608 modified "2023-09-26" @default.
• W296041608 title "The Number-Line Metaphor in the Discourse of a Textbook Series." @default.
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