16-19 September 2019
Paderborn University, Germany
Europe/Berlin timezone
The proceedings are online: http://dx.doi.org/10.17619/UNIPB/1-768




Symposium A: Research Potential of Interactive Textbooks: New Perspectives for Research in Mathematics Education


There is an ongoing discussion about how and whether digital media should be used in schools to teach mathematics. Common questions asked concern the motivational or cognitive development of students when digital media is used. In addition, the digital devices may also be used to gain information on students’ learning. In this symposium we want to discuss the research potential of digital media with a focus on interactive textbooks.

On the one hand, the use of digital and interactive textbooks allows for other modes of instruction than paper-based material. For example, different ways of adaptive choice of task difficulties and various types of feedback (e.g., Pepin, Choppin, Ruthven, & Sinclair, 2017) can be investigated to see what suits students the most—and whether one way fits all. Moreover, hands-on activities which can be implemented in digital textbooks on touchscreen devices can be thought of as holistic ways of interaction between students and textbooks, opening up new questions about embodiment in education (Wilson 2002).

On the other hand, we want to discuss newly developed methods to use digital textbooks as a research tool (e.g., Hoch, Reinhold, Werner, Richter-Gebert, & Reiss, 2018). Capturing students’ interactions with an interactive textbook opens up new ways to assess students’ mathematical knowledge—not only at the end of the development of mathematical concepts in standardized tests, but during the development of mathematical concepts in real classroom scenarios. For example, process data from interactive textbooks in form of log files allow to gain insights into students thinking and the comfortable assessment of variables like time on task.

Thus, this open symposium reaches out to both researchers and educators who either develop interactive mathematics textbooks, use interactive textbooks to alter the cognitive or motivational development of students during mathematics education, or use interactive textbooks to assess mathematics utilizing students’ log data from digital material.

This symposium is an open symposium. Therefore, we call for submissions of proposals that are related to the main issues of the symposium. The structure and the length of this symposium will be communicated later, as both depend on the specific number and the different types of papers that will be assigned to the symposium.

One paper that will be presented in this symposium by Frank Reinhold is authored by Reinhold, Strohmaier, Hoch, and Reiss and entitled “Investigating students’ involvement in mathematics textbook work: analyzing writing-to-learn activities during fractions instruction”.


Hoch, S., Reinhold, F., Werner, B., Richter-Gebert, J., & Reiss, K. (2018). Design and research potential of interactive textbooks: the case of fractions. ZDM Mathematics Education, 50(5), 839–848. doi:10.1007/s11858-018-0971-z

Pepin, B., Choppin, J., Ruthven, K., & Sinclair, N. (2017). Digital curriculum resources in mathematics education: foundations for change. ZDM Mathematics Education, 49(5), 645–661. doi:10.1007/s11858-017-0879-z

Wilson, M. (2002). Six views of embodied cognition. Psychonomic Bulletin and Review, 9(4), 625–636. doi:10.3758/bf03196322



Symposium B: Cross-Cultural Research on Teachers' Use of Resources



This symposium will bring together researchers who work across cultural contexts to understand teachers’ use of resources in mathematics teaching. The goal of the symposium is to illustrate and learn from different approaches to conceptualizing and examining this phenomenon and the role that cultural traditions and practices play in both the work of resource use and research on it. For this reason, we include researchers whose work examines more than one cultural context. The focus of the symposium is relevant, given contemporary tendencies toward globalization in educational practice and policy and increased interest in learning from research across cultural boundaries.

The following questions guide the symposium:

  1. How are different approaches to conceptualizing and examining teachers’ use of resources to teach mathematics illuminated through cross-cultural analysis?
  2. What methodological challenges emerge when undertaking cross-cultural research on teachers’ resource use?
  3. What can cross-cultural studies on resource use offer the field?


The symposium will consist of a) invited contributions and b) contributions selected from submitted Oral Communications. We will fill two or three 2-hour blocks depending on the quantity and fit of responses we receive. We will organize the presentations into groups, based on common themes, such as cross-cultural methods, language, cultural differences, and will invite a discussant to respond to those presentations. Ideally, each 2-hour block will include four 18-minute presentations, followed by an 18-minute commentary, and 30 minutes for questions and audience discussion.

Invited contributions

The following invited contributions will be part of the symposium:

Comparing naming systems used by Chinese and Ukrainian teachers in describing their resources and documentation work: exploring teachers’ resource system
Maryna Rafalskaya, Chongyang Wang, and Luc Trouche

Japanese and Swiss pre-service teachers' resources in the cross-cultural collaborative design of a mathematics lesson
Takeshi Miyakawa and Stéphane Clivaz

Finnish and Swedish elementary school teachers’ interplay with Finnish curriculum resources: an attempt at unraveling tacit cultural practices
Tuula Koljonen

A cross-cultural study on teachers’ use of digital resources in Sweden, Finland, the U.S., and Flanders
Janine Remillard, Hendrik Van Steenbrugge, Heidi Krzywacki, Kirsti Hemmi, Rowan Machalow, Tuula Koljonen

Supporting teachers’ resource use across the cultural and institutional contexts of Mexico, Australia, and South Africa: What have we learned so far?
Jana Visnovska

Call for contributions

In addition to the invited contributions, we encourage conference participants to submit proposals for contributions to the symposium. Proposals should address more than one educational context, and ideally be related to the abovementioned research questions.



Symposium C: Assessment Tools in Support of Teachers’ Curricular Decision Making


Studying the interactions of teachers and learning resources has been widely studied in the last decades. As assessment resources are evolving alongside with technological developments, they are now included either as supplements or as an integral part of the corpus of learning objects. The proposed symposium will provide a demonstration, presentations and a panel discussing interaction of teachers with assessment resources accompanying class teaching.
This symposium will focus on two different projects that enable teachers to analyze and interact with student work, which in turn affects their instructional decisions. During the demonstration the audience will interact with student work from the two different projects, in order to form an idea of the kinds of information that could be gathered regarding student work when using these resources, and will lead us to the second part: Following the demonstration, two presentations (one from the US team and another from Haifa team) will provide two different perspectives on different and complimenting aspects of teachers’ curricular decision making: focusing on the challenge of making assessment materials work alongside a regular math program taught in class. The third part will be a semi-structured panel with representatives from the two teams answering predefined and also issues raised by the audience.
The proposed symposium will be planned for 120 minutes.
40 minutes - demonstration
50 minutes - 2 presantations
30 minutes - panel and discussion



Symposium D: Digital platforms and mathematics teachers’ documentation work

In many countries nowadays, different kinds of digital platforms are available for mathematics teachers. Some of these platforms are proposed and promoted by the “official” institution (ministry of education for example); they offer a highly structured content that should support teaching practices aligned with the official expectations. Others are designed as open repositories, where teachers can build their own collections of teaching resources, and share contents with colleagues and with their students.
In this symposium we retain the framework of the documentational approach (Gueudet & Trouche 2009, Gueudet, Pepin & Trouche 2012, Trouche, Gueudet & Pepin to appear) to study the consequences, actual and potential, of the use of digital platforms on mathematics teachers’ work. Mathematics teachers look for resources (Adler 2000), choose resources, modify them and use them in class. These resources can be traditional textbooks, digital resources but also students’ productions. Along this documentation work, teachers develop documents associating resources and a scheme of use of these resources. The features of the resources influence this development, in an instrumentation process; at the same time, teachers modify the resources they use according to their professional knowledge in an instrumentalisation process. Teachers develop structured document systems and resource systems (Trouche, Gueudet & Pepin 2018). Communities of teachers working together can also develop collective resource systems (Gueudet, Pepin & Trouche 2013).
The concepts of documentation work, documents and resource systems can enlighten how digital platforms can (or do actually) modify teachers’ work; more generally, we claim that a ‘resources’ approach to mathematics education is needed in this context of availability of digital resources, including platforms.
In previous works concerning e-textbooks (e.g. Gueudet, Pepin, Sabra, Restrepo & Trouche 2018; Pepin, Gueudet, et al. 2016) we have investigated them in terms of their ‘connectivity’, and we have emphasized the need to consider how these e-textbooks are, or can be, connected with teachers’ resources systems. This question is also relevant for understanding how digital platforms modify teachers’ work. Is it possible for the teachers to import in the platform elements of his/her own resource system? To import resources of the platform in his/her resource system? To share resources with colleagues, with students on the platform? Can some features of the platforms influence teachers’ documentation work, in particular for platforms proposed by the institution, are some features chosen to foster instrumentation processes?
In this symposium we study and discuss these questions, by drawing on four contrasting national cases.

In Denmark digital platforms are compulsory and propose a particular interpretation of the curriculum. Nevertheless, the teachers interpret the mathematics content in their own documentation work. (Speakers: Andreas L. Tamborg & Morten Misfeldt, Aalborg University, Denmark)

In the US, the Ohio Mathematics Teacher Hubs Project promote collective work for mathematics teachers and mathematics intervention specialists, who can discuss and share resources. (Speaker: Scott Courtney, Kent State University, USA)

In France, we study how different kind of platforms offering individual resources, but also tools to associate these resources, can interact with the development of teachers’ resources system. (Speaker: Ghislaine Gueudet, University of Brest, France)

In the Netherlands, we analyse the affordances and constraints of the most commonly used not-for-profit platforms for mathematics teachers (primary and secondary teachers). (Speakers: Zeger-Jan Kock & Birgit Pepin, Eindhoven University of Technology, NL)

Structure of the symposium (2 hours):

  • An introduction: platforms and the use, a documentational approach perspective, 10 minutes
  • Fours interventions, 15 minutes each (10 minutes presentation + 5 minutes questions)
  • Reaction, 10 minutes
  • Discussion 40 minutes/span>
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