Strategies for controlling the work in mathematics textbooks for introductory calculus

2010 ◽  
pp. 235-261 ◽  
Author(s):  
Vilma Mesa
Keyword(s):  
Mathematics Textbooks ◽  
Introductory Calculus

Mathematics Textbook as an Object of Research/Matematički udžbenik kao predmet istraživanja

2014 ◽  
Vol 16 ◽  
Author(s):  
Dubravka Glasnović Gracin
Keyword(s):  
Mathematics Education ◽  
Mathematical Knowledge ◽  
Empirical Studies ◽  
Mathematics Textbooks ◽  
Mathematics Textbook ◽  
Mathematics Book

AbstractA mathematics textbook can be described as an officially authorized and pedagogically designed mathematics book written to provide mathematical knowledge to students. This description suggests the authority of the textbook - because it has been authorized by an administrative source and because it deals with authorized knowledge. This paper provides an overview of research on mathematics textbooks. The emphasis is on questions concerning the extent to which and how textbooks are used in mathematics education in Croatia and in the world.Research results show that mathematics textbooks are widely used in mathematics education worldwide. This finding points to the need for research on the content and structure of textbooks. Such studies are combined with the associated results on how textbooks are used in the classroom and which methods teachers apply in using textbooks in mathematics education. The results of the empirical studies show that teachers use textbooks for lesson preparation and pupils use mathematics textbooks for exercises to a great extent. These results imply that such an important role of textbooks in mathematics education deserves additional attention, with the goal of understanding and improving mathematics education.Key words: mathematics education; overview; research on textbook---SažetakMatematički udžbenik može se opisati kao službeno autorizirana i pedagoki osmiljena matematička knjiga napisana s ciljem da učenicima ponudi matematičke sadržaje. Taj opis sugerira autoritet udžbenika jer ga je autorizirao administrativni izvor i jer sadrži autorizirano znanje. Ovaj članak daje pregled istraživanja matematičkih udžbenika, a naglasak je na pitanjima u kojoj mjeri i kako se udžbenici koriste u nastavi matematike u Hrvatskoj i u svijetu.Rezultati raznih istraživanja pokazuju da se udžbenici u velikoj mjeri koriste u nastavi matematike irom svijeta. Taj nalaz ukazuje na potrebu za istraživanjem sadržaja i strukture matematičkih udžbenika. Uz to, prikazani su rezultati istraživanja o tome na koji se način udžbenici koriste u razredu i koje metode nastavnici prakticiraju prilikom upotrebe udžbenika na nastavi. Rezultati empirijskih studija pokazuju da nastavnici udžbenike većinom koriste za pripremu nastavnog sata, a učenici udžbenike koriste u najvećoj mjeri za vježbanje. Ti rezultati ukazuju na to da tako važna uloga udžbenika u matematičkom obrazovanju zaslužuje dodatnu pažnju s ciljem razumijevanja i poboljanja nastave matematike.Ključne riječi: istraživanje udžbenika; nastava matematike; pregled.

ANALYSIS OF NARRATIVE MATHEMATICAL QUESTIONS ON TEXTBOOKS BASED ON SOLO TAXONOMY AND MATHEMATICAL POWER

2017 ◽  
Vol 5 (3) ◽  
pp. 299
Author(s):  
Imam Kusmaryono
Keyword(s):  
Problem Solving ◽  
Grade Level ◽  
Mathematical Representation ◽  
Structural Level ◽  
Mathematics Textbooks ◽  
Solo Taxonomy ◽  
Research Procedure ◽  
Quantitative Descriptive ◽  
The Ideal

This study aimed to identify the proportion of diversity and suitability of narrative mathematical questions with SOLO taxonomy level and mathematical power ability. The research was conducted through quantitative descriptive. Sources of data in the forms of narrations contained in mathematics textbooks. The research procedure was conducted by making the classification and determining the percentage of the narrations based on the compatibility of SOLO taxonomy and the mathematical power ability. The results showed that, the narrative mathematical questions with uni-structural level are of 7.5%, multi-structural of 33.8%, relational of 46.6% and extended abstract of 12.1 %. In terms of compatibility of the narrative  questions were able to measure 23% reasoning aspect, 18% problem solving, 8.3% connection, 28% communication and 22.6% mathematical representation. In general, mathematics textbooks as the object of research should be revised, since they have not yet achieved the ideal alignment between SOLO taxonomy based on grade level and the objective of learning develop mathematical power

scholarly journals How automated feedback from a digital mathematics textbook affects primary students’ conceptual development: two case studies

ZDM ◽  
2021 ◽  
Author(s):  
Sebastian Rezat
Keyword(s):  
Quantitative Research ◽  
Conceptual Development ◽  
Large Body ◽  
Learning Processes ◽  
Mathematics Textbooks ◽  
School Students ◽  
Mathematics Textbook ◽  
Depth Analysis ◽  
Probability Task ◽  
Automated Feedback

AbstractOne of the most prevalent features of digital mathematics textbooks, compared to traditional ones, is the provision of automated feedback on students’ solutions. Since feedback is regarded as an important factor that influences learning, this is often seen as an affordance of digital mathematics textbooks. While there is a large body of mainly quantitative research on the effectiveness of feedback in general, very little is known about how feedback actually affects students’ individual content specific learning processes and conceptual development. A theoretical framework based on Rabardel’s theory of the instrument and Vergnaud’s theory of conceptual fields is developed to study qualitatively how feedback actually functions in the learning process. This framework was applied in a case study of two elementary school students’ learning processes when working on a probability task from a German 3rd grade digital textbook. The analysis allowed detailed reconstruction of how students made sense of the information provided by the feedback and adjusted their behavior accordingly. This in-depth analysis unveiled that feedback does not necessarily foster conceptual development in the desired way, and a correct solution does not always coincide with conceptual understanding. The results point to some obstacles that students face when working individually on tasks from digital mathematics textbooks with automated feedback, and indicate that feedback needs to be developed in design-based research cycles in order to yield the desired effects.

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