Brief Report: A Comparison of Symbol-Precedence View in Investigative and Conventional Textbooks Used in Algebra Courses

Autor/inn/en	Sherman, Milan F.; Walkington, Candace; Howell, Elizabeth
Titel	Brief Report: A Comparison of Symbol-Precedence View in Investigative and Conventional Textbooks Used in Algebra Courses
Quelle	In: Journal for Research in Mathematics Education, 47 (2016) 2, S.134-146 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-8251
DOI	10.5951/jresematheduc.47.2.0134
Schlagwörter	Comparative Analysis; Textbooks; Algebra; Mathematics; Mathematics Instruction; Educational Change; Mathematical Formulas; Equations (Mathematics); Epistemology; Symbols (Mathematics); Mathematics Achievement; Academic Achievement; Instructional Materials + Suchen Sie Ihr Suchwort? Textbook; Text book; Schulbuch; Lehrbuch; Mathematik; Mathematics lessons; Mathematikunterricht; Bildungsreform; Mathematische Formel; Equations; Mathematics; Gleichungslehre; Erkenntnistheorie; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Schulleistung; Lehrmaterial; Lehrmittel; Unterrichtsmedien
Abstract	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 (Nathan, Long, & Alibali, 2002) demonstrated a preference for a symbols-first approach, research has demonstrated that Algebra I students' 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. (As Provided).
Anmerkungen	National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191. Tel: 800-235-7566; Tel: 703-620-9840; Fax: 703-476-2570; e-mail: NCTM@nctm.org; Web site: http://www.nctm.org/publications/journal-for-research-in-mathematics-education/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01