1. Wes: Wikipedia is "best" textbook available - not because of what's written, but because of what is
not written - missing points, question marks, edited comment that "this does not suffice" etc., so the reader is left to fill in these places on their own.
Peter: book from the 70s where at least a third of the page is left blank for students to comment and fill in their remarks; the book with the student comments became the final book.
On-line textbooks make this collection of meta-comments part of what will be the textbook.
We discussed also the ways that internet sets of reviews and links (through algorithm) to other books/films/etc.... for us we might think of reviews by other teachers, students, ...
Juxtapose: Literature (ex: the one version of Shakespeare's
Romeo & Juliette). Textbooks direct the attention of the person toward what y ou want them to do.
2. Peter : Reprise of idea that textbook is collaboration of artist and the reader. A textbook might be like the painting of Olympia, looked at an hour a week, studying historical context, extending, technique, where does it take us...
Online might allow for this in a different way. For the teacher to control the wealth of thing, harness it all, turns teaching into curating materials??
Online, student can overwhelmingly find new things and input them. This might change the relationship among teacher, text and student: teacher does not have to see everything, even though a teacher's acknolwedgement and interaction is powerful and important.
Control has to be let go, loosened, allowing others to collaborate on the curatorship.
3. Lucie: Smartboard... imagine teacher presents algorithm/explanation. Record content of smartboard; then students listen later and in the class have textbook as resource on problem solving. Students go on blog of teacher. Always start from problem solving.
Compared with BC consumable workbooks as textbook, changes year by year. No explanations, no worked examples. Big/small questions. Teacher does what Lucie described.
4.Miroslav: start with objectives. Course starts with list of questions we want student to be able to answer at the end. Course itself creates a textbook that does it.
Kathy, Peter & Osnat: create course around only problems. Ideally students create the problems but we're not sure if the problems would be good enough or lead to the right outcomes. Final exam: they create the questions, not answering them.
The tension between teacher and student knowing what questions to ask might be a false issue if we see it in a more interactive and dynamic way. e.g., after students ask some, a teacher might react with a question based in his or her own agenda for objectives; or, learning about asking questions includes looking at other mathematicians' questions and thinking about them, too.
Lucie: this indicates the importance of the domain / big ideas in mathematics, makes it easier to invite students to make their questions.
Joan: teachers create text(books); this can serve as data in research about teachers' understanding, relationship with/to students, texts, expectations for textbooks, etc. etc.
