Język podręczników do matematyki w klasie pierwszej jako kontekst budowania mentalnych ścieżek edukacyjnych uczniów i ich nauczycieli
Language of Mathematics Handbooks in the First Grade as a Context for Building Educational Mental Pathways of Students and Their Teachers

Summary/Abstract: A handbook is a part of the teaching and mathematical culture. As an important part of the mental experience of students and their teachers, it can be an interesting subject of research. It can be assumed that the language of a handbook is a carrier of specific meanings created by its users. It is important for first-grade students and their teachers to indicate the cognitive paths constructed by the language of the suggested handbooks. The analyses undertaken in the text made it possible to identify some significant categories of the language of instructions and questions contained in the mathematical tasks included in handbooks. They are the cognitive context for the creation of mathematical cultural meanings by first-grade students and their teachers. They define what mathematics education is, what it means to understand what mathematics learning is, or who I am in mathematics lessons. The interpretative methodological approach allowed for in-depth analyses, and the document analysis method proved to be fruitful. The results showed that handbooks may hinder the development of mathematical knowledge in children. The language of handbooks reveals the potential for harmful influences by creating beliefs that are inconsistent with current scientific knowledge about learning mathematics in the early grades.

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