id: 05602426
dt: j
an: 2009e.00715
au: Jones, Dustin L.; Tarr, James E.
ti: An examination of the levels of cognitive demand required by probability
tasks in middle grade mathematics textbooks.
so: Stat. Educ. Res. J. 6, No. 2, 4-27 (2007).
py: 2007
pu: International Association for Statistical Education (IASE), [s. l.];
International Statistical Institute (ISI), The Hague
la: EN
cc: U23
ut: probability; curriculum; textbook content analysis; mathematical tasks;
cognitive demands; middle grades mathematics
ci:
li:
ab: Summary: We analyze probability content within middle grades (6, 7, and 8)
mathematics textbooks from a historical perspective. Two series, one
popular and the other alternative, from four recent eras of mathematics
education (New Math, Back to Basics, Problem Solving, and Standards)
were analyzed using the Mathematical Tasks Framework (Stein, Smith,
Henningsen, \& Silver, 2000). Standards-era textbook series devoted
significantly more attention to probability than other series; more
than half of all tasks analyzed were located in Standards-era
textbooks. More than 85\% of tasks for six series required low levels
of cognitive demand, whereas the majority of tasks in the alternative
series from the Standards era required high levels of cognitive demand.
Recommendations for future research are offered.
rv: