IARTEM e-journal https://ojs.bibsys.no/index.php/IARTEM <p><em>IARTEM e-journal</em> is an international, interdisciplinary, peer-reviewed, open access electronic journal published by the <a href="http://iartem.org/">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> International Association for Research on Textbooks and Educational Media (IARTEM) en-US IARTEM e-journal 1837-2104 <p>Copyright (c) IARTEM e-journal</p> <p><img src="https://licensebuttons.net/l/by-nc-nd/4.0/88x31.png" /></p> <p>This work is licensed under a <a href="https://creativecommons.org/licenses/by-nc-nd/4.0/" target="_blank" rel="noopener">Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License</a>.</p> <p>Content published in IARTEM e-journal is - unless otherwise is stated - licensed through <a href="https://creativecommons.org/licenses/by-nc-nd/4.0/" target="_blank" rel="noopener">Creative Commons License BY-NC-ND 4.0</a>. 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For example, other rights such as publicity, privacy, or moral rights may limit how you use the material.</p> <p>Authors who publish in IARTEM e-journal accept the following conditions:</p> <p>Author(s) retains copyright to the article and give IARTEM e-journal rights to first publication while the article is licensed under the Creative Commons CC BY-NC-ND 4.0. This license allows sharing the article for non-commercial purposes, as long as the author and first publishing place IARTEM e-journal are credited.</p> <p>The author is free to publish and distribute the work/article after publication in IARTEM e-journal, as long as the journal is referred to as the first place of publication. Submissions that are under consideration for publication or accepted for publication in IARTEM e-journal cannot simultaneously be under consideration for publication in other journals, anthologies, monographs or the like. By submitting contributions, the author accepts that the contribution is published online in IARTEM e-journal.</p> From Teachers’ Predispositions to Different Socio-didactical Situations https://ojs.bibsys.no/index.php/IARTEM/article/view/728 <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> Mette Dreier Hjelmborg Dorte Moeskær Larsen Mie Engelbert Jensen Stine Dunkan Gents Mette Strandgård Christensen Lene Junge Rune Hansen Copyright (c) 2020 Mette Dreier Hjelmborg, Dorte Moeskær Larsen, Mie Engelbert Jensen, Stine Dunkan Gents, Mette Strandgård Christensen, Lene Junge, Rune Hansen https://creativecommons.org/licenses/by-nc-nd/4.0 2020-07-09 2020-07-09 12 1 1 18 10.21344/iartem.v12i1.728 Science and Math Courses in a Danish Digital Learning Platform https://ojs.bibsys.no/index.php/IARTEM/article/view/726 <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> Alysson Ramos Artuso Stefan Ting Graf Copyright (c) 2020 Alysson Ramos Artuso, Stefan Ting Graf https://creativecommons.org/licenses/by-nc-nd/4.0 2020-07-31 2020-07-31 12 1 10.21344/iartem.v12i1.726 The Communicative Competence Elements in the Foreign Language Textbooks https://ojs.bibsys.no/index.php/IARTEM/article/view/727 <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> Aslıhan ÇELIK Mustafa CANER Copyright (c) 2020 Mustafa CANER https://creativecommons.org/licenses/by-nc-nd/4.0 2020-07-31 2020-07-31 12 1 10.21344/iartem.v12i1.727 Editorial for the IARTEM e-journal, July 2020 https://ojs.bibsys.no/index.php/IARTEM/article/view/809 <p>Editorial for the IARTEM e-journal 2020, Volume 12 No. 1&nbsp;</p> <p>&nbsp;</p> Georges-Louis Baron Copyright (c) 2020 Andrea TUCKER; Georges-Louis Baron https://creativecommons.org/licenses/by-nc-nd/4.0 2020-07-31 2020-07-31 12 1 10.21344/iartem.v12i1.809