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>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>. Content can be copied, distributed and disseminated in any medium or format under the following terms:</p> <p>Attribution: You must give appropriate credit and provide a link to the license</p> <p>Non-Commercial: You may not use the material for commercial purposes.</p> <p>No derivatives: If you remix, transform, or build upon the material, you may not distribute the modified material.</p> <p>No additional restrictions: You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.</p> <p>Notice: No warranties are given. The license may not give you all of the permissions necessary for your intended use. 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> Resources designed and used in statistics education in Bachelor of Technology courses in France https://ojs.bibsys.no/index.php/IARTEM/article/view/1052 <p align="justify">The French education system has numerous higher education institutions with various specializations. IUTs, established in the late 1960s, provide specific training. These schools offer three-year, practice-oriented education that enables students to work or pursue a master's degree. They are widely accessible and popular, even in small towns, and offer 24 nationally defined curricula in two areas: science and management.</p> <p align="justify">The teaching of statistics in IUTs is unique since it is present in almost all specialties. Studying the teaching and learning of statistics in IUTs enables us to comprehend didactic phenomena in a teaching system that has been established for a long time throughout the country and is a privileged field for meeting teachers whose activity has been tried and tested and is part of a continuum. This research explores the factors that influence the format and nature of the resources designed and utilized in these lessons, how they are integrated into teaching, and what functions they serve.</p> <p align="justify">Semi-structured interviews were conducted with seven mathematics teachers responsible for statistics courses. Often coming from secondary education, these teachers had to adjust the content taught to the objectives and teaching situations typical of French higher education.</p> Mehdi Khaneboubi Copyright (c) 2024 Mehdi Khaneboubi https://creativecommons.org/licenses/by-nc-nd/4.0 2024-01-31 2024-01-31 15 2 1–11 1–11 10.21344/iartem.v15i2.1052 Teachers’ judgement, learning materials and curriculum https://ojs.bibsys.no/index.php/IARTEM/article/view/981 <p>Teachers’ choices of learning materials are made under conditions of a changing educational landscape. This small-scale qualitative study investigates how teachers reflect on their choice and use of learning materials in light of changes in the curriculum in Norway and the development of digital and analogue learning materials. It is based on focus group interviews with two groups of experienced teachers. The focus is on the subjects L1 (Norwegian), English and social studies. Our hypothesis is that there is often a tension between the teachers’ professional judgement, the demands of the curriculum, and the available learning materials. The analysis of the interviews shows that the changes in the Norwegian curriculum pose challenges for the teachers, but also that the interviewed teachers are ready for these challenges. With the development of digital learning materials, the teachers do not see the analogue textbook as obsolete, but they have an intention to be able to combine analogue and digital learning materials. The study shows the need for supporting the teachers’ professional judgement in light of the changes in the curriculum and the development of learning materials, both digital and analogue.</p> Anders Stig Christensen Anne-Beathe Mortensen-Buan Kari Nordberg Merethe Roos Copyright (c) 2023 Anders Stig Christensen, Anne-Beathe Mortensen-Buan, Kari H. Nordberg, Merethe Roos https://creativecommons.org/licenses/by-nc-nd/4.0 2023-11-24 2023-11-24 15 2 1–13 1–13 10.21344/iartem.v15i2.981 Resources and inquiry-based teaching https://ojs.bibsys.no/index.php/IARTEM/article/view/999 <p>This research analyses the interaction of 62 in-service maths teachers with a resource called Study and Research Path (SRP). The SRP are resources developed to carry out inquiry-based teaching in the framework of Chevallard's anthropological theory of didactics. The aim of the work is to describe the teacher’s schemes in two situations: study and analyse the SRP and then organise a teaching plan. The schemes generated in each situation are described from the theory of conceptual fields and the instrumental approach, analysing the individual written responses of teachers to both situations. The work shows the diversity and richness of the instruments generated by teachers and allows us to understand their difficulties in developing inquiry-based teaching.</p> Maria Rita Otero Maria Paz Gazzola Copyright (c) 2023 Maria Rita Otero, Maria Paz Gazzola https://creativecommons.org/licenses/by-nc-nd/4.0 2023-09-14 2023-09-14 15 2 1–21 1–21 10.21344/iartem.v15i2.999