This study analyzes the content of 12th-grade mathematics textbooks and workbooks, based on their inclusion of mathematical discourse components. The mathematics textbooks and workbooks were used in a Saudi Arabian school, where students are transitioning from secondary education to university. The results revealed that Saudi Arabian school textbooks and workbooks did not appropriately include discourse components or discourse skills to help facilitate mathematical learning among students. Furthermore, these textbooks did not exceed level two of the four levels of inclusion. As (...) a result, the inclusion was insufficient in helping students meaningfully understand mathematical concepts, become active students, and develop successful community leadership. This implies that mathematics textbooks and workbooks should be revised to include mathematical discourse so that this inclusion is more student directed than teacher directed. (shrink)

lnek rekapituluje ideov vchodiska Alfreda Schtze, kter se na pd metodologie spoleenskch vd sna o syntzu pspvk Edmunda Husserla a Maxe Webera. Pestoe v ranm obdob Schtz blzce nsleduje Husserlv fenomenologick pstup, projevuje se ji zde v prvn ad draz na empirick charakter zkoumn, kter navazuje na weberovskou linii argumentace a stav se i proti nzorm dalho ze Schtzovch velkch uitel, Ludwiga von Misese. lnek postupn analyzuje klov znaky Schtzovy vlastn metody a ukazuje klov postaven, kter hraje pi naem vdeckm (...) i kadodennm rozumn svtu, v nm ijeme, typizace a anonymizace. Z fenomenologickch vchodisek se tak dostvme k problematice Weberovch idelnch typ a v zvru i na pdu Rakousk ekonomie reprezentovan von Misesem, jeho nkter neudriteln vchodiska se Schtz sna modifikovat. (shrink)