Homework reading on textbooks and how they position their readers

As a teacher, the examples presented in the article highlight the nuanced ways in which language and images in mathematics textbooks can influence students' perceptions, positioning them in relation to mathematics, their peers, teachers, and the world outside the classroom. The framework for examining textbook language and its impact on learners' experiences underscores the importance of considering the socio-cultural context and linguistic choices in shaping students' engagement with mathematical concepts.

As a former student, I know how these subtle linguistic and visual cues in textbooks might have influenced my understanding and attitude toward mathematics. The emphasis on depersonalization and abstraction in mathematical reasoning, as discussed in the article, resonates with the often perceived difficulty of making mathematical concepts relatable to real-life experiences. It prompts reflection on how the language used in textbooks can either bridge or widen the gap between the formal nature of mathematical concepts and students' lived experiences.

Regarding the reasons for using or not using textbooks, the article suggests that commercially published texts, while depersonalizing and catering to a general audience, can still provide a structured framework for learning. The changing role of math textbooks in schools, as hinted at in the article, could involve a more nuanced understanding of the socio-cultural and linguistic dimensions of learning mathematics. Acknowledging the tension between abstraction and personalization in mathematics education, educators may need to explore ways to leverage textbooks as tools that recognize and engage with the diverse experiences and contexts of students.