## Abstract

The aim of this study is to examine how the conventional relationships

between teachers and textbooks may be expanded so that teachers become

more genuine participants in the process of textbook development. The study

uses the Integrated Mathematics Wiki-book Project to examine how this

challenge might be addressed. The Integrated Mathematics Wiki-book

Project invites teachers to edit the textbooks they use in their classes and to

produce a revised version of these textbooks – wiki-based revised textbook.

Drawing on a variety of data sources from the 1st year activity of nine 7thgrdae teachers, analysis focuses on three aspects: (1) participating teachers’

perceptions of their unconventional role as making changes to a textbook

designed by expert curriculum developers, (2) the nature of teachers’

interactions with the consultants made available for them, and (3) the tension

between customizing the textbook for the specific student population they

taught and generating a more generic textbook for a broader 7th grade student

population.

between teachers and textbooks may be expanded so that teachers become

more genuine participants in the process of textbook development. The study

uses the Integrated Mathematics Wiki-book Project to examine how this

challenge might be addressed. The Integrated Mathematics Wiki-book

Project invites teachers to edit the textbooks they use in their classes and to

produce a revised version of these textbooks – wiki-based revised textbook.

Drawing on a variety of data sources from the 1st year activity of nine 7thgrdae teachers, analysis focuses on three aspects: (1) participating teachers’

perceptions of their unconventional role as making changes to a textbook

designed by expert curriculum developers, (2) the nature of teachers’

interactions with the consultants made available for them, and (3) the tension

between customizing the textbook for the specific student population they

taught and generating a more generic textbook for a broader 7th grade student

population.

Original language | American English |
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Title of host publication | Proceedings of the Chais conference on instructional technologies research 2012 |

Subtitle of host publication | Learning in the technological era |

Editors | Y. Eshet-Alkalai, A. Caspi, S. Eden, N. Geri, Y. Yair, Y. Kalman |

Place of Publication | Ra'anana |

Pages | 30-34 |

Number of pages | 5 |

State | Published - 2012 |

Externally published | Yes |