id: 06664684
dt: j
an: 2016f.01356
au: Sherman, Milan F.; Walkington, Candace; Howell, Elizabeth
ti: A comparison of symbol-precedence view in investigative and conventional
textbooks used in algebra courses.
so: J. Res. Math. Educ. 47, No. 2, 134-146 (2016).
py: 2016
pu: National Council of Teachers of Mathematics (NCTM), Reston, VA
la: EN
cc: U20 E40
ut: curriculum; textbooks; symbol precedence
ci:
li: doi:10.5951/jresematheduc.47.2.0134
ab: Summary: Recent reform movements have emphasized students making meaning of
algebraic relationships; however, research on student thinking and
learning often remains disconnected from the design of widely used
curricular materials. Although a previous examination of algebra
textbooks demonstrated a preference for a symbols-first approach,
research has demonstrated that Algebra I studentsâ€™ performance on
verbally presented problems is better than on symbolic equations,
consistent with cognitive theories suggesting the value of concreteness
fading. The present study investigates whether current textbooks used
in Algebra I courses demonstrate a formalisms-first approach using five
different analyses. Results show that despite nearly 2 decades of
research on student learning, the conventional textbooks used in most
classrooms have been resistant to change and emphasize manipulation
with symbols prior to making sense of verbal scenarios.
rv: