In particular, this F-Framework suggests that "accuracy" and "connectivity" are the fundamental aspects that every non-textual element should possess "contextuality," "simplicity," and "aesthetics" are useful aspects that may facilitate the teaching and learning of mathematics. textbook authors), this study has developed the Final Framework (F-Framework) for non-textual elements, in which "accuracy," "connectivity," "contextuality," "simplicity," and "aesthetics" are the central aspects. teachers) and curriculum developers (four South Korean and three U.S.
Based on the results from the iterative investigations including pilot studies (a survey of students followed by a preliminary textbook analysis), and analyses of data from interviews with teachers (11 South Korean and 10 U.S. Non-textual elements thus include, for example, photos, pictorial illustrations, graphs, and mathematical abstract figures. A non-textual element in this study denotes a visual representation that is comprised of components that are not purely verbal, numerical, or mathematical symbolic representations. Despite the importance of visual representations in teaching and learning, little effort has been made to specify in any systematic way the characteristics and roles of non-textual elements in mathematics textbooks. This study is an initial analytic attempt to iteratively develop a conceptual framework informed by both theoretical and practical perspectives that may be used to analyze non-textual elements in mathematics textbooks.
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