
06655413
j
2016f.01355
Chang, Briana L.
Cromley, Jennifer G.
Tran, Nhi
Coordinating multiple representations in a reform calculus textbook.
Int. J. Sci. Math. Educ. 14, No. 8, 14751497 (2016).
2016
Springer Netherlands, Dordrecht
EN
U20
I10
calculus
conceptual understanding
functions
multiple representations
textbooks
doi:10.1007/s1076301596523
Summary: Coordination of multiple representations (CMR) is widely recognized as a critical skill in mathematics and is frequently demanded in reform calculus textbooks. However, little is known about the prevalence of coordination tasks in such textbooks. We coded 707 instances of CMR in a widely used reform calculus textbook and analyzed the distributions of coordination tasks by chapter and for the type of task demanded (perception vs. construction). Results suggest that different coordination tasks are used earlier and later in learning and for different topics, as well as for specific pedagogical and scaffolding purposes. For example, the algebratotext coordination task was more prevalent in the first chapter, suggesting that students are being eased into calculus content. By contrast, requests to construct graphs from algebraic expressions were emphasized in later chapters, suggesting that students are being pushed to think more conceptually about functions. Our nuanced look at coordination tasks in a reform textbook has implications for research in teaching and learning calculus.