id: 02362974
dt: a
an: 2013a.00912
au: Pugalee, David K.; Bissell, Barbara; Lock, Corey; Douville, Patricia
ti: The treatment of mathematical communication in mainstream algebra texts.
so: Rogerson, Alan, Proceedings of the International Conference â€™The
decidable and the undecidable in mathematics educationâ€™. ,. 238-241
(2004).
py: 2004
pu: ,
la: EN
cc: U23 U24
ut: algebra textbook analyses
ci:
li:
ab: Summary: Communication is an essential part of teaching and learning
mathematics. The National Council of Teachers of Mathematics [NCTM]
standards emphasizes that communication helps build meaning and
permanence for ideas. Teachers depend on curricular materials to
provide students with opportunities to engage in mathematical
communication. While traditional textbook publishers claim to support
the standards movement, texts may not provide rich communication items
that engage students in expanding their mathematical thinking. This
study compares two popular Algebra I texts available in the United
States. Chapters addressing six key mathematical concepts
(equations/functions, graphing linear functions, solving equations and
inequalities, systems of equations and inequalities,
quadratic/exponential functions, and quadratic function) were sampled
for the number of questions that required students to engage in
communication of ideas beyond providing a numerical answer. The
analysis showed that the two texts differed widely in the total number
of such questions. In addition, qualitative analysis found that there
was notable variation in the extent to which these questions required
an extended response.
rv: