IARTEM e-journal 2020-08-02T09:37:50+02:00 Georges-Louis Baron Open Journal Systems <p><em>IARTEM e-journal</em> is an international, interdisciplinary, peer-reviewed, open access electronic journal published by the <a href="">International Association for Research on Textbooks and Educational Media</a>. It is designed to provide a scholarly forum for research on textbooks and educational media and resources. The journal publishes theoretical, methodological and empirical contributions within the fields of textbooks, educational media and resources, usage, analysis, impact studies, history, design, production and publishing and their role in teaching<u>, </u>learning and educational achievement at all educational levels from kindergarten to lifelong learning.</p> <p>The journal publishes mainly in English, but accepts contributions in Portuguese and Spanish, with titles, abstracts and keywords in English.</p> From Teachers’ Predispositions to Different Socio-didactical Situations 2020-04-19T21:26:29+02:00 Mette Dreier Hjelmborg Dorte Moeskær Larsen Mie Engelbert Jensen Stine Dunkan Gents Mette Strandgård Christensen Lene Junge Rune Hansen <p><span lang="EN-GB" style="margin: 0px; line-height: 107%; font-family: 'Times New Roman',serif; font-size: 12pt;">The use of textbooks and other learning resources in mathematics teaching has changed in the last decade. It is essential to investigate how this change is happening and what it means to students’ learning in order to improve teaching. In this paper we investigate more specifically how mathematics teachers make predispositions and interactions with their textbooks and other resources, and how these orchestrations and interactions influence their teaching. Three competent teachers were selected, interviewed, observed and videotaped in seven, nine and ten double lessons, respectively. The empirical data were analysed using Siedel and Stylianides’ (2018) classification of teachers’ different predispositions and driving forces, and by Rezat and Sträßer’s (2012) socio-didactical tetrahedron. The findings indicate that teachers’ predispositions and driving forces influence teaching in a very visible way in the socio-didactical tetrahedron, and this is an essential aspect to articulate in teacher-education programmes as well as in professional-development programmes. </span></p> 2020-07-09T00:00:00+02:00 Copyright (c) 2020 Mette Dreier Hjelmborg, Dorte Moeskær Larsen, Mie Engelbert Jensen, Stine Dunkan Gents, Mette Strandgård Christensen, Lene Junge, Rune Hansen Science and Math Courses in a Danish Digital Learning Platform 2020-03-04T17:00:09+01:00 Alysson Ramos Artuso Stefan Ting Graf <p>As part of a Danish context of educational reforms since 2013, digital learning platforms (DLPs) are mandatory in primary and lower secondary education. Teacher-created courses are available in DLPs and can be shared, remixed, and reused by other teachers, providing a wide range of courses for systematic studies. In this article, we present an analysis of the Science and Math courses’ popularity. Based on previous research and didactical theory, we focus on the question: Can didactical variables discriminate the most and least popular Science and Math courses in the learning platform Meebook? If so, which variables? The study was based on the random collection and coding of the 102 courses. Multivariate analysis techniques detected that eight variables can differentiate the course's popularity with a success classification rate of about 75%. Visual attractiveness, easy implementation, and students’ work are the three aspects that teachers use to select courses. The study results have potential implications for platform designers, local and national authorities, as well as teachers who use the course builder daily.</p> 2020-07-31T00:00:00+02:00 Copyright (c) 2020 Alysson Ramos Artuso, Stefan Ting Graf The Communicative Competence Elements in the Foreign Language Textbooks 2020-02-10T17:56:46+01:00 Aslıhan ÇELIK Mustafa CANER <p>The textbooks used in teaching foreign language are considered as important tools since the more quality a textbooks is, the better learning or teaching occurs. Therefore, the studies conducted on analyzing and evaluating the textbooks have contributed to the field of developing textbooks. Thus our aim is to analyze and compare the use of communicative competence components, namely pragmatic competence, discourse competence and strategic competence in the speaking activities of two textbooks used in teaching English and Turkish as a foreign language. We adopted a descriptive case study design within the qualitative research framework to serve to the purpose of the study, and analyzed the textbooks through the combination of impressionistic, checklist, and in-depth-internal evaluation methods. The comparative analysis of the textbooks revealed that although the pragmatic competence component is covered pleasingly, we found the discourse competence component is covered more effectually in the textbook used in teaching English as a foreign language. Additionally we found that neither of the books are particularly weak in covering the strategic competence aspects in the speaking activities. Based on our findings, we highly suggest to the textbook writers and publishers to pay more attention to such weak points in order to simulate the natural language use and to increase the communication functions of the textbooks used in foreign language teaching.</p> 2020-07-31T00:00:00+02:00 Copyright (c) 2020 Mustafa CANER Editorial for the IARTEM e-journal, July 2020 2020-07-31T12:15:21+02:00 Georges-Louis Baron <p>Editorial for the IARTEM e-journal 2020, Volume 12 No. 1&nbsp;</p> <p>&nbsp;</p> 2020-07-31T00:00:00+02:00 Copyright (c) 2020 Andrea TUCKER; Georges-Louis Baron