id: 06034576
dt: j
an: 2012c.00796
au: Davis, Jon D.
ti: Examining the use of a representational toolkit in a U.S. reform-oriented
textbook.
so: Int. J. Technol. Math. Educ. 18, No. 3, 121-126 (2011).
py: 2011
pu: Research Information Ltd, Burnham, Bucks
la: EN
cc: U50 U20
ut: textbooks; algebra; curriculum design; secondary school mathematics;
educational change; academic standards; computer assisted instruction;
comparative analysis; usability; content analysis; textbook content;
textbook research; textbook evaluation; influence of technology;
technology integration; mathematics materials
ci:
li: http://www.tech.plym.ac.uk/research/mathematics_education/field%20of%20work/ijtme/volume_18/number_three.htm#three
ab: Summary: This study examined the instances of a representational toolkit
(RT) in one reform-oriented algebra textbook developed in the United
States. The majority of RT uses were active (66\%) as opposed to
passive and connected (63\%) in that the technology results were used
in some other manner by either the textbook authors or students as they
solved problems. Symbolic representations were most prevalent in the
textbook while tabular representations appeared least frequently.
Although the textbook involved a variety of different functions the
parameter experimentation feature of the technology was rarely used.
Comparisons were also made with a previous edition of the textbook to
determine the impact of computer algebra systems (CAS) on the
curriculum. These results suggest that CAS was used to make the
textbook more investigatory, include new content to a limited extent,
demonstrate solutions to example problems, verify mathematical
theorems, and enable student work with more sophisticated problems.
rv: