1)
Intentionality and uptake of the genre
How does the mathematics textbook genre format math classrooms, math students and teachers, math learning and teaching? What is the formatting power of the textbook?
How does the existence and use of textbooks affect the relationship between other mathematics ' resource books' and math textbooks?
How do students learn to read/not read math textbooks? (For example, does anyone read the preamble or introduction for the reader? Are students aware of the topics of units of work -- do they read the table of contents or chapter headings? How do students read word problems?)
How do teachers learn to read/not read/ use mathematics textbooks? Is mathematics teaching 'meant to be' performing the textbook/
2)
Addressivity of the genre:
What is the
addressivity of a math textbook -- how does it position its imagined audience?
Where is there space for learners and teachers to enter the world created by a mathematics textbook?
3) Chronotope of the genre
Why do math textbooks tell us so much about their chronotope (ie: setting in time, place, culture) rather than about mathematics?
4) Archaeology of the genre
What other things are math textbooks like? What do they remind us of?
How did the math textbook genre develop/ emerge historically? Do old math textbooks or those from differing cultural contexts seem the same or different?
