id: 06191750
dt: j
an: 2013d.00840
au: Shield, Malcolm; Dole, Shelley
ti: Assessing the potential of mathematics textbooks to promote deep learning.
so: Educ. Stud. Math. 82, No. 2, 183-199 (2013).
py: 2013
pu: Springer Netherlands, Dordrecht
la: EN
cc: U23 F83 C33
ut: textbooks; proportion; proportional reasoning; structure; understanding
ci:
li: doi:10.1007/s10649-012-9415-9
ab: Summary: Curriculum documents for mathematics emphasise the importance of
promoting depth of knowledge rather than shallow coverage of the
curriculum. In this paper, we report on a study that explored the
analysis of junior secondary mathematics textbooks to assess their
potential to assist in teaching and learning aimed at building and
applying deep mathematical knowledge. The method of analysis involved
the establishment of a set of specific curriculum goals and associated
indicators, based on research into the teaching and learning of a
particular field within the mathematics curriculum, namely proportion
and proportional reasoning. Topic selection was due to its pervasive
nature throughout the school mathematics curriculum at this level. As a
result of this study, it was found that the five textbook series
examined provided limited support for the development of multiplicative
structures required for proportional reasoning, and hence would not
serve well the development of deep learning of mathematics. The study
demonstrated a method that could be applied to the analysis of junior
secondary mathematics in many parts of the world.
rv: