부산대학교 도서관

In this paper, I discuss an Archeological analysis of two high school mathematics textbook series in an effort to investigate how actions for the doing of statistics are formed by statements from the statistics lessons the texts. The objective of this paper is not to present all of the findings related to the posed question, but to focus on discussing the methodology employed (i.e. Foucauldian Discourse Analysis), which is relatively novel for analyzing textbooks in mathematics education. One finding will be presented to highlight how the methodology employed can contribute to the field helping to uncover patterns not found using well established deductive frameworks. This methodological discussion is meant to provide an example of how using different methodologies can help to investigate issues in the field and problematize taken for granted norms against a new horizon to embrace the sociopolitical turn. [ABSTRACT FROM AUTHOR]