Dissertations / Theses: 'The textbook of mathematics'

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Jaffer, Shaheeda. "Mathematics, pedagogy and textbooks : a study of textbook use in Grade 7 mathematics classrooms." Master's thesis, University of Cape Town, 2001. http://hdl.handle.net/11427/14964.

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Bibliography: leaves 221-223. This dissertation is concerned with a systematic description of the recontextualization of the practices of a textbook, Maths for all Grade 7 Learner's Activity Book, when it is incorporated into grade 7 mathematics teachers' classroom practices. In particular, the research described here focuses on the impact of the textbook on four grade 7 mathematics teachers' classroom practices. My study forms a sub-project of a larger research project which explores the impact of the textbook, Maths for all Grade 7 Learner's Activity Book, in 14 grade 7 mathematics classrooms. The research design of my study comprised two aspects: an analysis of a chapter from the textbook, Maths for all Grade 7 Learner's Activity Book, and an analysis of its use in classrooms. Data collected included a textbook chapter on measurement and the accompanying chapter in the teacher's guide, questionnaires (learner, teacher and school), teacher interviews, video recordings of observed lessons and learner notebooks. Drawing largely on Paul Dowling's Social Activity Theory and Paula Ensor's extension of this work in her study on teacher education, a theoretical model was developed for the analysis of data. The theoretical model was supplemented with theoretical concepts from Basil Bernstein's sociological theory of pedagogic discourse. While the model was developed in relation to the content and use of a specific textbook, the model can potentially be used for other mathematics textbooks or textbooks from other disciplines. Analysis shows that the textbook, which embodies an inductive, exploratory pedagogy, cannot on its own achieve learner's apprenticeship into mathematics, or teacher's apprenticeship into its privileged mode of teaching mathematics. The analysis of the teachers' use of textbook shows that in most cases, the privileged pedagogy of the textbook differed considerably from the preferred pedagogy of the teachers. Most teachers preferred a deductive pedagogy and used the textbook in ways which fragmented the mathematical knowledge presented to learners, reduced the mathematical complexity of the textbook tasks and consequently transformed the pedagogic intentions of the textbook. The research therefore concludes that the transformative role of the textbook needs to be accompanied by teacher development programmes.

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Baser, Nadiye. "A Case Study Of Elementary Mathematics Teachers&#039." Master's thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12614403/index.pdf.

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The purpose of this study was to investigate teachers&rsquo ways of using mathematics textbooks while planning the lesson and during the lesson, to document teachers&rsquo views about elementary students&rsquo usage of mathematics textbook during the classroom time and for their homework and teachers&rsquo views about mathematics textbooks&rsquo characteristics. A case study was conducted in a private elementary school with more class hours for mathematics and six mathematics teachers teaching 4th, 5th, 6th, and 7th grade mathematics in this school participated. Data were collected in the spring semester of 2010-2011 academic year through an interview protocol with 16 main questions addressing teachers&rsquo mathematics textbook usage and students&rsquo mathematics textbook usage developed for this study by the researcher through the findings and discussions in the literature. Data analysis was conducted through qualitative methods. The findings of this study showed that participant teachers expressed both positive and negative views about characteristics of textbook and usage of textbook. All of them stated that the textbook was their main tool for lesson preparations and teaching. They followed the curriculum from textbook and decided what to do, how to do, and when to do. Participants underlined that textbook was an effective helper but it needed improvement in many aspects. The findings also showed that teachers viewed that students did not use their textbook efficiently. All of the teachers expressed that students did not prefer to study from textbook if there were not any assignment or homework. Teachers specified that students could improve studying habits from textbook if teachers could direct them efficiently. The findings of this study might be useful to prepare more effective lessons for teachers, to give ideas to teachers for guiding their students for effective textbook usage, and to increase the quality of textbooks.

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3

Brehmer, Daniel. "Problem solving in mathematics textbooks." Licentiate thesis, Mälardalens högskola, Utbildningsvetenskap och Matematik, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-27739.

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The aim of this study is to analyse how mathematical problem solving (MPS) is represented in mathematical textbooks for Swedish upper secondary school. The analysis comprises dominating Swedish textbook series, and relates to uncovering a) the quantity of tasks that are actually mathematical problems (MPs), b) their location in the chapter, c) their difficulty level, and d) their context. Based on an analysis of 5,722 tasks from the area of calculus, it is concluded that the textbooks themselves contain very few tasks that can be defined as MPs, and that those that are MPs are found at the end of a chapter at the most difficult level, and are presented in a pure mathematical context. Implications are discussed.

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Tani, Wali Bahader. "TEXTBOOK ANALYSIS IN AFGHANISTAN : Comparison of mathematics’ textbooks of grade 7-9." Thesis, Karlstads universitet, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-33824.

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Mathematics education is considered indispensible for the improvement of curriculum and education system in each country. Similarly, in order to witness a positive and affective improvement in the curriculum and education system of Afghanistan, Mathematics textbooks have recently been revised by the Ministry of Education. Therefore, it was important to compare old and new textbooks of mathematics from some important learning and teaching approaches. Besides textbook analysis in lower secondary level, this study also analyzed the perceptions of different teachers regarding the recent change in the mathematics textbooks in lower secondary schools in Khost province, Afghanistan. For this study which took place in 15 schools in Khost province, quantitative research method was used. 15 teachers were given questionnaires to fill in with their perceptions about the old and new mathematics textbooks. It was found that new textbooks are better designed than old textbooks according to the teachers’ responses; therefore, all the teachers believed that new textbooks reinforce students’ learning by explaining charts, graphs and diagrams. Conversely, new textbooks are not easy for teachers to successfully teach new textbooks. Hence, it is to a large extent out of students’ cognitive development. Teachers’ responses and perceptions regarding questioning, bringing examples and illustrations are discussed which teachers believed as the key approaches for the improvement of mathematics learning achievement. Additionally, teachers believes about cognitive development of mathematics, design of old and new mathematics textbooks, mathematics concepts and their use in everyday life, contents and use of teachers’ guide of textbooks are briefly discussed in Afghan context. The study contributed to existing knowledge in the area and the findings of the study are debatable because there are many issues and topics about mathematics textbooks to be explored. Different perspectives such as pedagogical and didactical aspects regarding old and new mathematics textbooks were discussed. Temp Afghanistan

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Hamburg, Maryanna P. "Financial Mathematical Tasks in a Middle School Mathematics Textbook Series: A Content Analysis." University of Akron / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=akron1258164585.

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Chávez-López, Óscar. "From the textbook to the enacted curriculum : textbook use in the middle school mathematics classroom /." free to MU campus, to others for purchase, 2003. http://wwwlib.umi.com/cr/mo/fullcit?p3099613.

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Freiman, Viktor, and Danis Michaud. "One mathematical formula in the science textbook: looking into innovative potential of interdisciplinary mathematics teaching." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-79834.

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Our paper presents some preliminary observation from a collaborative exploratory study linking mathematics, science and reading within a technology enhanced problem-based learning scenario conducted at one French Canadian Elementary and Middle School. Presented in a form of dialogue between teacher and researcher, our findings give some meaningful insight in how an innovative mathematics teaching can be developed and implemented using a real-world problem solving. Instead of a traditional presentation of material about lighting up homes, participating mathematics, science and French teachers were working collaboratively with the ICT integration mentor and two university professors helping students investigate a problem from various perspectives using a variety of cognitive and metacognitive strategies, discussing and sharing the finding with peers and presenting them to a larger audience using media tools. Our preliminary results may prompt further investigation of how innovation in teaching and learning can help students become better critical thinkers and scientifically empowered citizens.

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Santos-Bernard, Dora. "The use of illustrations in school mathematics textbooks : presentation of information." Thesis, University of Nottingham, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.363652.

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Defence, Astrid. "The readability of the mathematics textbook : with special reference to the mature student." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1994. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ44873.pdf.

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Ozdogan, Serpil. "A Comparative Analysis Of Perimeter, Area And Volume Topics In The Selected Sixth, Seventh And Eighth Grades Mathematics Textbooks From Turkey, Singapore And The United States." Master's thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/12612689/index.pdf.

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The purpose of this study was to compare selected sixth, seventh and eighth grades mathematics textbooks from Turkey, Singapore and the United States of America and explore their implications for presenting same opportunity to learn to the students at the same grade level. In this study, the selected books were analyzed in terms of whether they included perimeter, area and volume topics, how they presented the topics on the basis of the selected features and the complexity of to-be-solved mathematical problems related to the topics. Some similarities and differences were observed among the textbooks. It was found that the Turkish textbooks are inclusive in terms of subtopics related to perimeter, area and volume. However, the number of pages dedicated to present the topics is the highest in the Singaporean textbooks. That is, in comparison to the Turkish textbooks, the Singaporean textbooks include fewer number of subtopics related to perimeter, area and volume, but the subtopics are presented in a more detail manner. These books are also rich in terms of mathematically relevant illustrations that make the topics more understandable for students. While the U.S textbooks benefit heavily from technology to present the topics, especially by using three-dimensional shapes the Turkish and Singaporean textbooks do not make use of technology. The textbooks do not show a difference in terms of complexity of to-be-solved problems. Since all of them mostly include the problems with moderate complexity. Despite there is not any difference among the textbooks in terms of the complexity of to-be-solved problems, there is a difference in terms of the number of to-be-solved problems in the textbooks. The Singaporean textbooks encompass more to-be-solved problems compared to others. The study was concluded by providing some useful suggestions to cover the perimeter, area and volume topics in a way that makes students&rsquo learning easier and to present same opportunity to learn to the students.

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11

Son, Ji-Won. "Elementary teachers' mathematics textbook use in terms of cognitive demands and influential factors a mixed method study /." Diss., Connect to online resource - MSU authorized users, 2008.

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Thesis (Ph. D.)--Michigan State University. Dept. of Curriculum, Teaching, and Educational Policy, 2008. Title from PDF t.p. (viewed Aug. 4, 2009). Includes bibliographical references (p. 287-297). Also issued in print.

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Flodström, Maria, and Lina Johnsson. "Multiplikation och taluppfattning : En läromedelsanalys av hur framställning och strukturering av multiplikation kan påverka elevers taluppfattning." Thesis, Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-11823.

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Flera undersökningar har visat att svenska elevers kunskaper inom områdena taluppfattning och aritmetik har blivit sämre. I denna uppsats står därför taluppfattning, med multiplikation som utgångspunkt, i fokus. Syftet med det här arbetet har varit att analysera hur olika läromedels framställning av räknesättet multiplikation samt strukturering av inlärningen av de grundläggande multiplikationskombinationerna kan påverka elevers möjlighet att utveckla god taluppfattning. För att svara på vårt syfte har vi gjort en läromedelsanalys av fem olika läromedel i matematik, avsedda för åk 1-3. Resultatet pekar på att några av de analyserade läromedlen framställer multiplikation på ett begränsat sätt vilket kan antas ha negativ inverkan på elevers möjlighet att utveckla förståelse för räknesättet multiplikation och därmed också på taluppfattningen. Resultatet pekar också på att flera av läromedlen, genom sitt sätt att lyfta fram tankeformer och samband, strukturerar inlärningen av multiplikationskombinationerna så att elevers möjlighet att utveckla taluppfattning gynnas. Several studies have shown that Swedish students' knowledge of number sense and arithmetic have been deteriorating. In view of this number sense, with multiplication as a basis, is the focus in this composition. The purpose of this work has been to analyze how different textbooks description of multiplication and structure of learning the basic multiplication combinations can influence students' ability to develop number sense. To answer our purpose we made a textbook analysis of five textbooks in mathematics, for grade 1-3. The results indicate that some of the analyzed textbooks describe multiplication in a limited way which one can assume have negative impact on students' ability to develop understanding of multiplication and so developing number sense. The results also indicate that several of the textbooks, by the way they emphasize mental strategies and connections between numbers, structure the learning of the basic multiplication combinations in a way that support students' opportunity to develop number sense.

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Antonides, Joseph. "An Analysis of the Order of Limit-Related Topics as Presented in Six Elementary Calculus Textbooks." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1492688976294564.

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Yorulmaz, Songul. ""Läroboken - min trogne vän" : En studie om hur lärare använder sig av läroboken i matematikundervisning." Thesis, Södertörns högskola, Lärarutbildningen, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-15304.

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The textbook is one of the instruments that teachers and students have available in their teaching. For many years has textbook regarded as being too controlling and as a barrier to students development in mathematics. Textbooks primary mission is to promote learning. My study aims to provide an overview of how effective teachers use the textbook in mathematics education as well as the pros and cons they see with their work. The work includes interviews with five active mathematics teachers. The results of the survey showed that every teacher in the study uses the textbook as the basis for their teaching. Teachers indicate that the textbook is not the starting point when planning their teachings but the textbook is used as an aid in teaching mathematics. Läroboken är ett av de medel som lärare och elever har till förfogande i undervisningen. I många år har läroboken ansetts vara allför styrande och som ett hinder för elevernas utveckling i ämnet matematik. Läroböckers främsta uppgift är att främja lärandet. Min undersöknings syfte är att få en överblick om hur verksamma lärare använder sig av läroboken i matematikundervisning samt vilka för och nackdelar de anser med respektive arbetssätt. Arbetet innehåller intervjuer med fem verksamma matematiklärare som jobbar på högstadiet 7-9. Resultatet av undersökningen visade att varje lärare i undersökningen använder sig av läroboken som grund för sin undervisning. Lärarna anger att läroboken inte är utgångspunkten när de planerar sina undervisningar utan läroboken används som ett stöd i matematikundervisning.

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15

Unver, Emel. "Analysis Of Analogy Use On Function Concept In The Ninth Grade Mathematics Textbook And Classrooms." Master's thesis, METU, 2009. http://etd.lib.metu.edu.tr/upload/3/12611356/index.pdf.

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ABSTRACT ANALYSIS OF ANALOGY USE ON FUNCTION CONCEPT IN THE NINTH GRADE MATHEMATICS TEXTBOOK AND CLASSROOMS &Uuml nver, Emel M.S., Department of Secondary Science and Mathematics Education Supervisor: Assoc.Prof. Dr Behiye UBUZ December 2009, 64 pages The primary objective of the current study was to examine how analogies are used on function concept in the ninth grade mathematics textbook and classrooms. Using qualitative research procedure comprising textbook analysis and classroom observations, a picture was developed of how analogies used on function concept in ninth grade mathematics textbook and classrooms. One mathematics textbook, the primary source for observed classes was selected and analyzed for the study. Chapter entitled as &ldquo functions&rdquo in the selected textbook was closely examined for use of analogies therein. Subtitles of the chapter used in the analysis were identified according to the subtitles taught in observed classes. Moreover, the data were obtained from the observation of two teachers&rsquo 9th grade mathematics clasess during the 7-week data collection period. Totally, twenty-five lessons were videorecorded. Having determined which comparisons would be counted as analogies, each of the textbook and classroom analogies was classified according to an analogy classification framework including eight criteria, modified from that of Thiele and Treagust&rsquo s (1994). Analysis of the textbook suggested that all the analogies were enriched and functional, majority of them presented in both verbal and pictorial formats, most of them were advance organizers or post-synthesizers and some of them were embedded activators. However, none of them was explained completely and contained any limitations. On the other side, analysis of classroom analogies revealed that nearly all the analogies were functional, enriched or extended presented verbally as embedded activators, and all of them explained absolutely without any stated limitations.

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Blom, Valerie N. "An Investigation of the Relationship between Mathematics Textbook Alignment Preferences, Mathematics Beliefs, Professional Development, Attention to the NCTM Standards, and Teaching Experience." Ohio University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1242574877.

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Lyberg, Nathalie. "Vägen till att bli algebraisk : En läromedelanalys för årskurs 1-3 om hur läromedel framställer prealgebra." Thesis, Karlstads universitet, Institutionen för matematik och datavetenskap, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-44373.

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Undersökningar visar att svenska elevers resultat sjunker inom algebran och så har det varit i flera år. Inget ämne är så beroende av sitt läromedel som i ämnet matematik. Därför är syftet med denna uppsats att undersöka prealgebran i matematikböcker för årskurs 1-3 där grunden ska läggas inför algebran. Vad visar forskningen och är läromedlen utifrån forskningens resultat? Har läromedlen det som behövs för att eleverna ska kunna bli algebraiska? Är frågor som jag kommer att besvara. De grundlärobokserier som analyseras är vanligt förkommande i Sverige och är: Favorit matematik, Mästerkatten, Prima matematik, Eldorado och Mattedetektiverna. Resultatet visar dock att inget av läromedlen har alla delar som styrker eleverna till att bli algebraiska. Studies show that Swedish pupils' performance falls within the algebra and it have been that way for years. No subject is so dependent of their teaching materials as in mathematics. Therefore, the purpose of this essay is to examine prealgebran in math books for grades 1-3 where the basis must be laid before algebra. What does the research show? Are the teaching materials based on the research results? Do the teaching materials have what it takes for students to be algebraic? These questions are going to be answered in this essay. The books that are analyzed are common in Sweden and are: Favorite mathematics, Prima mathematics, Eldorado and the Math detectives. The result of this essay shows that none of the teaching materials have all the elements that the research show is important so the pupils can be algebraic.

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Moreno, Alcazar Maria Teresa. "Alignment of cognitive demand Peruvian national assessment, mandated curriculum, teaching and textbook in second grade math /." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 142 p, 2007. http://proquest.umi.com/pqdweb?did=1362513661&sid=44&Fmt=2&clientId=8331&RQT=309&VName=PQD.

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19

Irvin, Barbara Bando. "A Content Analysis of the Writing Assignments Contained in the Four Basal Mathematics Textbook Series Adopted by the State of Texas." Thesis, University of North Texas, 1993. https://digital.library.unt.edu/ark:/67531/metadc278719/.

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The purpose of this study was to identify and compare specific writing assignments provided in the four basal mathematics textbook series, grades six through eight, accepted by the state of Texas in 1990. The student and teachers' editions by each publisher were analyzed (1) for the total number and types of writing assignments provided, (2) to compare how the writing assignments compared with the four purposes of writing mandated in the English Language Arts Framework, Kindergarten through Grade 12 for the state of Texas, (3) to compare how the writing assignments compared with the recommendations for communication opportunities stated in the National Council of Teachers of Mathematics' Curriculum and Evaluation Standards for School Mathematics for grades five through eight, and (4) to compare the number and types of writing assignments among the four publishers. The total number of writing assignments varied among publishers ranging from 151 to 316 in the student editions and from 147 to 523 in the teacher's editions. The findings of this study indicate that from 80 to 98 percent of the writing assignments in the student editions and from 72 to 96 percent of the writing assignments in the teacher's editions corresponded to the Informative purpose of writing. Very few writing assignments were provided corresponding to the Literary, Expressive, and Persuasive purposes of writing. The writing assignments corresponding to the NCTM recommendations varied among publishers. Writing assignments dealing with modeling mathematical situations ranged from 14 to 66 percent in the student editions and from 24 to 39 percent in the teacher's editions. Writing assignments focusing on understanding and definitions ranged 15 to 61 percent in the student editions and from 31 to 53 percent in the teacher's editions. Writing assignments focusing on interpretation and application ranged from 5 to 29 percent in the student editions and from 10 to 15 percent in the teacher's editions.

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20

Sundholm, Anders. "Matematikboken – betydelse och kvalité : En studie av matematikbokens betydelse för elevers resultat i matematik samt utvärdering av matematikböckers kvalité." Thesis, Södertörn University College, Lärarutbildningen, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-1654.

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Det verkar råda stor konsensus om att matematikundervisningen är viktig för att Sverige skall kunna hävda sig och kunna konkurrera i en global värld. Samtidigt visar det sig att eleverna i allt större utsträckning har svårt att nå målen för undervisningen. En undervisning, som forskningen visar, är hårt styrd av den matematikbok som används.I Finland har det visat sig att vilken lärobok som används i undervisningen får statistiskt signifikanta konsekvenser för elevernas resultat. I uppsatsen undersöks om samma statistiskt signifikanta samband även föreligger i Sverige. 149 skolor omfattande 13 408 elever ingår i den statistiska kvantitativa studien. Till skillnad från i Finland pekar resultaten på att det inte går att dra någon slutsats om samband mellan använd lärobok och elevernas resultat. En förklaring till att det inte går att påvisa någon skillnad kan vara att de två helt dominerande matematikböckerna i årskurs 9, i en kvalitativ utvärdering bedöms som likvärdiga.För att göra den kvalitativa utvärderingen av matematikböckerna används en metod utvecklad av The American Association for the Advancement of Science, AAAS, i USA. I uppsatsen visas att metoden är tillämpbar i Sverige och kan fungera som det ”instrument för att bedöma läromedels kvalitet utifrån målen att sträva mot i grundskola och gymnasieskola samt motsvarande mål för annan matematikutbildning” som matematikdelegationen efterlyser (SOU 2004:97).Den föreslagna metoden används för att granska de två dominerande matematikböckerna i årskurs 9, Matematikboken Z och Matte Direkt. Den begränsade granskningen visar att de båda böckerna är likvärdiga, men framförallt att de har samma svagheter. Båda böckerna får låga betyg i kategorierna ”Building on Student Ideas about Mathematics” och ”Enhancing the Mathematics Learning Environment”. Något som kan få negativa konsekvenser för elevernas inlärning och för sättet som undervisningen bedrivs på. Education in mathematics is considered important for Sweden to be able to compete in a global world where knowledge and information is imperative. However, mathematics results are decreasing and students often fail to reach the stipulated educational goals.Research shows that in mathematics, what is taught and how it is taught is very dependent on the textbook used. In Finland, it has been concluded that there is a statistically significant difference in students´ results depending on which textbook is used. The objective of this thesis is to evaluate if the same is true in Sweden, i.e. is there a statistically significant difference in students’ results in mathematics depending on which textbook is used in Swedish schools? The evaluation is based on responses from 149 schools comprising 13 408 students. The study indicates that the textbook used does not affect the outcome. One explanation is that when assessing the quality of the two textbooks most commonly used in Swedish schools they can be considered equivalent.Since textbooks in mathematics have a large influence on what is taught and how it is taught it is important to be able to assess the quality of the textbooks. The thesis demonstrates that a method for assessing textbooks in mathematics, developed by the American Association for the Advancement of Science, AAAS, can be used in Sweden. The method would be appropriate as the tool the “Matematikdelegationen” (SOU 2004:97) is requesting for evaluation of the quality of textbooks in mathematics.Following the method stipulated by the AAAS, a limited evaluation is made of the two textbooks that dominate in Swedish schools in year 9, Matematikboken Z and Matte Direkt. It is striking that both books perform poorly in the same areas, Building on Student Ideas about Mathematics and Enhancing the Mathematics Learning Environment. This can have a negative impact on the pupils´ ability to learn mathematics and might also have a negative effect on the way mathematics is taught.

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Helfgott, Michel. "Calculus of One Variable: An Eclectic Approach." Digital Commons @ East Tennessee State University, 2012. http://amzn.com/1477633871.

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This textbook is intended for a two-semester course on calculus of one variable. The target audience is comprised of first-year students in biology, chemistry, physics and other related disciplines. The title of the book reflects the fact that it is not limited to one single approach to calculus. Rather, we use graphing calculators or applications whenever they are necessary to introduce certain topics. Nonetheless, as expected, a conceptual framework permeates the whole book. A distinctive characteristic of the book is the early introduction of sequences and geometric series, and a gradual development of simple differential equations, as well as the use of linear regression to analyze data. The core of the book is to be found in the first three chapters, in which examples from biology, chemistry and physics are analyzed with care, emphasizing the close links between calculus and the natural sciences. The last two chapters, or sections thereof, can be used as a sort of capstone in order to show how mathematics helps in the understanding of enzyme kinetics and transport across cell membranes. https://dc.etsu.edu/etsu_books/1064/thumbnail.jpg

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Tsutsumi, Tomoya. "Diversity on the surface: Analysis of Grade 3 Canadian mathematics textbook using diversity education and ethnomathematics perspectives." Thesis, McGill University, 2010. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=86917.

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In Canada, although multicultural/diversity education has been widely discussed over the past three decades, little research has been conducted in mathematics education regarding equity and diversity. As textbooks play a pivotal role in education and are important pedagogical tools, this study examines a nationally distributed Grade 3 mathematics textbook, and whether it responds to the needs of today's multicultural/diversity educational goals and is reflective of the various pluralities present in Canadian society. This study analyzes representations of ethnic, gender, and class diversities as well as historical and cultural references with respect to the concept of ethnomathematics in the textbook and how the inclusion or non-inclusion of diverse student identities can affect both the teaching and learning of mathematics and diversity in Canada. The study concludes with discussions at several levels of curriculum: provincial ministry, classroom, and the textbook through which students construct meanings. Au Canada, bien que l'instruction multiculturelle/de diversité ait été largement discutée au cours des trois dernières décennies, peu de recherches ont été menées en enseignement des mathématiques concernant l'équité et la diversité. Puisque les manuels scolaires jouent un rôle charnière en enseignement et sont d'importants outils pédagogiques, cette étude examine un manuel en mathématiques de 3ième année distribué au niveau national, et s'il répond ou non aux besoins des objectifs pédagogiques multiculturels/de diversité d'aujourd'hui et reflète les différentes pluralités présentes dans la société canadienne. Cette étude analyse les représentations des diversités ethniques, de genre, et de classe ainsi que les références historiques et culturelles, par rapport au concept d'ethnomathématiques dans le manuel scolaire et comment l'inclusion ou la non inclusion des diverses identités étudiantes peut affecter l'enseignement et l'apprentissage des mathématiques et de la diversité au Canada. L'étude se termine par des discussions sur plusieurs niveaux de programmes : les ministères provinciaux, les salles de classe, et le manuel scolaire à travers lequel les élèves construisent des sens.

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Good, Beverly A. "Characteristics of science and mathematics integration : activities recommended in teachers' manuals for four elementary science textbook series /." The Ohio State University, 1996. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487941504294997.

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Bouyer, Melinda, and Johansson Irma Mitre. "Matematiska kompetenser i läroböckernasuppgifter : En granskning av två Matematik A läroböcker." Thesis, University of Kalmar, School of Human Sciences, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:hik:diva-2743.

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Syftet med denna studie är att undersöka förekomsten av de matematiska kompetenserna i läroböcker för Matematik A. Centralt i studien är de sex matematiska kompetenser, som Palm et al. (2004) analyserat fram ur de nationella styrdokumenten. Dessa kompetenser är: kommunikationskompetens, modelleringskompetens, resonemangskompetens, begreppskompetens, problemlösningskompetens och algoritmkompetens. För att nå syftet genomfördes en analys av uppgifter i två läroböcker för Matematik A.Undersökningens resultat visar att alla sex matematiska kompetenser finns representerade i läroböckernas uppgifter. Begrepps- och algoritmkompetenserna dominerar starkast i båda läroböckerna (85-95 %) medan de övriga kompetenserna är svagt representerade. Resultatet som också relaterats till strävansmålen för matematik i gymnasieskolan, visar att det blir svårt att utveckla samtliga kompetenser och nå alla strävansmål enbart genom arbete i läroboken. The purpose of this essay is to study how mathematical competences appear in text books for Mathematics A. The main objective is the six mathematical competences, which Palm et al. (2004) analysed from the national curriculum. These competences are: communication competence, modelling competence, reasoning competence, concept competence, problem solving competence and algorithm competence. To reach the purpose, an analysis of tasks in two Mathematics A text books was conducted.The result of the analysis shows that all six mathematical competences are represented in the textbooks, but the concept and algorithm competences appear extensively more in both textbooks (85-95 %) while the other competences appear briefly. The result which also is connected to the curriculum, may result in difficulties not only in developing the competences but also in reaching all curriculum goals by working solely with the textbooks.

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Teh, Keng Watt. "A comparative study of lower secondary mathematics textbooks from the Asia Pacific region." Curtin University of Technology, Science and Mathematics Education Centre, 2006. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=17143.

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The rationale behind this study concerns the issues school administrators and teachers of expatriate students face over the progress and placement of the growing number of these students in mathematics classrooms in various countries brought about by the demographical changes occurring in this globalization era. This study aimed to present a method of examining lower secondary school mathematics textbooks with the purpose of evaluating students' expected past learning and comparing students' expected mathematics learning across the different curricula. It is anticipated that such an investigation will be of value to those responsible for the correct level of placement of these students.Six sets of textbooks from four countries on the Asia-Pacific rim, namely Australia, Brunei, China and Singapore, were selected for this study. The textbook content of each country was analyzed in terms of strand weighting and content details, and then coupled with information gained from interviews with teachers. This led to the findings which addressed the various issues raised.The findings facilitated a comparison of the learning paths offered by the various textbooks, fleshed out the differences and similarities of the various curricula and made available detailed comparisons of the textbooks' content in terms of topics covered. The analytical procedure of the examination of text content as presented in this study is itself a diagnostic technique for assessment of the students' past learning, which addressed the main objective of the study.The findings will be of interest to all who are interested in the mathematics taught in the countries involved. Outcomes will be particularly useful to curriculum planners and textbook writers as well as the administrators and teachers of International Schools and other schools enrolling expatriate students from these countries. The study offers a 'simplistic' way of evaluating textbooks to assess students' learning progress, and highlights the traits of the countries' curricula to provide a general idea of the mathematics ability expected from the expatriate students residing in these countries.

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Mulcahy, Diana Leonie. "A case study investigation of the use of a textbook in a secondary mathematics classroom : issues of regulation and control." Master's thesis, University of Cape Town, 1995. http://hdl.handle.net/11427/17500.

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Bibliography: pages 82-84. This dissertation is concerned with aspects of the role of the textbook in school mathematics. An attempt is made to uncover control strategies used by the teacher in textbook use in the classroom, and those implicit in a mathematics textbook. It is argued that these forms of regulation place constraints on the transformative role sometimes attributed to textbooks. The following research question is addressed: how does the teacher recruit the textbook in the classroom, how is he/she 'recruited' by it and how are both recruited by school mathematics? A case study methodology is described, involving a video-recording of a fifty minute mathematics lesson and a follow-up interview with the teacher. Transcriptions are used and a fine-grained analysis of data is attempted. A literature survey examines other research in the areas of content selection, content control and content expression. Content selection refers to choices and omissions, content control refers to sequencing, pacing and authority in the pedagogic relationship, and content expression includes verbal and textual modes of expressing content. Theoretical ideas are drawn from Bernstein (1976, 1991, 1993) and Dowling (1993). Although these works are methodologically different, they both describe aspects of regulation and control. Of particular interest are Bernstein's notions of classification and framing, and Dowling's ideas on discourse and procedure. The hypothesis is put forward here that there is a dialectical relationship involving the positioning of teacher and textbook. The teacher recruits the textbook to regulate pupils and knowledge, but s/he is at the same time constrained by strategies implicit in the textbook. In other words the teacher both positions and is positioned by the textbook. Both in tum are positioned by school mathematics. The data analysis examines the 'how', 'what' and 'who' of control. It considers the regulation of speech, silence, working and listening, as well as the sequencing, pacing, selecting, presenting and authorising of content. It argues that the teacher both recruits and is 'recruited' by the textbook, and that although the framing is strong and the teacher has a high degree of control in the pedagogic relationship, the classification is also strong and the teacher lacks control over what she can teach and the relationship between contents. The research concludes by suggesting that the transformative role sometimes attributed to the textbook is problematic. The strategies of regulation and control operating in the classroom, implicit in the textbook and in school mathematics, limit the possibilities of how textbooks can be used by the teacher and constrain transformation to a significant degree.

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Delil, Huseyin. "An Analysis Of Geometry Problems In 6 - 8 Grades Turkish Mathematics Textbooks." Master's thesis, METU, 2006. http://etd.lib.metu.edu.tr/upload/3/12607251/index.pdf.

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The purpose of this study was to analyze geometry problems in a widely used sixth-, seventh-, and eighth-grade Turkish elementary mathematics textbooks series based on the cognitive assessment frameworks of the most recent TIMSS, the Trends in International Mathematics and Science Study 2003. To compare geometry problems in the textbooks and TIMSS 1999, in which Turkish students poorly performed, the cognitive behaviors that the problems required were determined and categorized. After the analysis, it was found that the two most frequent behaviors that the problems require are computing and applying with a total percentage of 72, in case of the textbooks. In TIMSS 1999 geometry problems case, however, applying and analyzing are the most frequent cognitive behaviors with a total percentage of 47. It was also found that a great majority of 22 behaviors of the framework were either not represented or underrepresented by the textbooks geometry problems. When we consider the four major categories of behaviors, 86 percent of the textbooks geometry problems required behaviors belong to two cognitive domains: Knowing Facts and Procedures or Solving Routine Problems. TIMSS 1999 geometry problems, however, mostly belong to Solving Routine Problems or Reasoning with a percentage of 65. In both the textbooks and TIMSS 1999 cases, a relatively small part of the problems required behaviors belong to Using Concepts. The results are discussed in the light of Turkey&amp #8217 s performance in TIMSS 1999 and some suggestions related to the textbook problems were given.

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Cannon, Megan N. "Prevalence of Typical Images in High School Geometry Textbooks." Scholar Commons, 2017. http://scholarcommons.usf.edu/etd/6809.

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Visualization in mathematics can be discussed in many ways; it is a broad term that references physical visualization objects as well as the process in which we picture images and manipulate them in our minds. Research suggests that visualization can be a powerful tool in mathematics for intuitive understanding, providing and/or supporting proof and reasoning, and assisting in comprehension. The literature also reveals some difficulties related to the use of visualization, particularly how illustrations can mislead students if they are not comfortable seeing concepts represented in varied ways. However, despite the extensive research on the benefits and challenges of visualization there is little research into what types of figures students are exposed to through their textbooks. This study examines 14 high school geometry textbooks in total, comprised of eight physical textbooks from the top three major textbook publishers in the United States and six FlexBooks created by a non-profit organization developing free and customizable textbooks online. In each textbook the printed images from four topics were classified: Parallel Lines and Transversals, Classifying Triangles, Parallelograms, and Trapezoids. The ‘typical’ images in each of the four topics were defined and the percentages of images that were typical for each textbook in both the lesson and exercise portions were calculated. Results indicate that lesson portions of sections generally contain more typical images than exercise portions and that the total percentage of typical images in an average section varies from 51.9% typical images in the Parallel Lines and Transversals section to 75.2% typical images in the Trapezoid section. Based on these results we list possible avenues for further research in this area.

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Liu, Yang. "Syllogistic Analysis and Cunning of Reason in Mathematics Education." Doctoral thesis, Karlstads universitet, Institutionen för matematik och datavetenskap, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-27173.

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This essay explores the issue of organizing mathematics education by means of syllogism. Two aspects turn out to be particularly significant. One is the syllogistic analysis while the other is the cunning of reason. Thus the exploration is directed towards gathering evidence of their existence and showing by examples their usefulness within mathematics education. The syllogistic analysis and the cunning of reason shed also new light on Chevallard's theory of didactic transposition. According to the latter, each piece of mathematical knowledge used inside school is a didactic transposition of some other knowledge produced outside school, but the theory itself does not indicate any way of transposing, and this empty space can be filled with the former. A weak prototype of syllogism considered here is Freudenthal's change of perspective. Some of the major difficulties in mathematics learning are connected with the inability of performing change of perspective. Consequently, to ease the difficulties becomes a significant issue in mathematics teaching. The syllogistic analysis and the cunning of reason developed in this essay are the contributions to the said issue.

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Ozgeldi, Meric. "Middle School Mathematics Teachers." Phd thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12614448/index.pdf.

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The current study aimed to explore middle school mathematics teachers&rsquo use of mathematics textbooks and examine their integration of tasks in the textbooks into teaching. The framework of a mixed methods research design guided data collection in this study. A questionnaire called the Use of Mathematics Textbooks Questionnaire was developed and validated to identify the ways teachers benefit from textbooks. The factor analysis revealed four dimensions, namely Reading Student Edition Textbook, Selecting Questions from Workbook, Reading Teacher Edition Textbook, and Selecting Tasks and Problems from Auxilary Books. The results of the study showed that teachers used the student edition textbook for mostly during class and for lesson preparation. Teachers also used the student edition textbook for explaining the topic and the introductory tasks. However, they rarely used it for selecting problems and examples. Teachers read the student edition textbook mostly during and prior to class and mostly use it for topic explanation, but rarely for problems and examples. They stated that they frequently selected questions from the workbook that were not included in the textbook. However, they occasionally picked questions to use during lessons. They frequently used auxilary books to select questions similar to the ones in the high school entrance exam problems. In examining the process of teachers&rsquo use of mathematics textbooks, it was argued that there were interpretive processes as teachers engage with and use textbooks. The analysis of interviews and observations showed that teachers read textbooks and select tasks and questions from those books. In their decisions about using tasks from textooks, teachers usually considered the nature of tasks and students&rsquo characteristics.

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Sidenvall, Johan. "Att lära sig resonera : Om elevers möjligheter att lära sig matematiska resonemang." Licentiate thesis, Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-117759.

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Students only learn what they get the opportunity to learn. This means, for example, that students do not develop their reasoning- and problem solving competence unless teaching especially focuses on developing these competencies. Despite the fact that it has for the last 20 years been pointed out the need for a reform-oriented mathematics education, research still shows that in Sweden, as well as internationally, an over-emphasis are placed on rote learning and procedures, at the cost of promoting conceptual understanding. Mathematical understanding can be separated into procedural and conceptual understanding, where conceptual understanding can be connected to a reform oriented mathematics education. By developing a reasoning competence conceptual understanding can also be developed. This thesis, which deals with students’ opportunities to learn to reason mathematically, includes three studies (with data from Swedish upper secondary school, year ten and mathematics textbooks from twelve countries). These opportunities have been studied based on a textbook analysis and by studying students' work with textbook tasks during normal classroom work. Students’ opportunities to learn to reason mathematically have also been studied by examining the relationship between students' reasoning and their beliefs. An analytical framework (Lithner, 2008) has been used to categorise and analyse reasoning used in solving tasks and required to solve tasks. Results support previous research in that teaching and mathematics textbooks are not necessarily in harmony with reform-oriented mathematics teaching. And that students indicated beliefs of insecurity, personal- and subject expectations as well as intrinsic- and extrinsic motivation connects to not using mathematical reasoning when solving non-routine tasks. Most commonly students used other strategies than mathematical reasoning when solving textbook tasks. One common way to solve tasks was to be guided, in particular by another student. The results also showed that the students primarily worked with the simpler tasks in the textbook. These simpler tasks required mathematical reasoning more rarely than the more difficult tasks. The results also showed a negative relationship between a belief of insecurity and the use of mathematical reasoning. Furthermore, the results show that the distributions of tasks that require mathematical reasoning are relatively similar in the examined textbooks across five continents. Based on the results it is argued for a teaching based on sociomathematical norms that leads to an inquiry based teaching and textbooks that are more in harmony with a reform-oriented mathematics education. Elever kan bara lära sig de det de får möjlighet att lära sig. Detta innebär till exempel att elever inte utvecklar sin resonemangs- och problemlösningsförmåga i någon större utsträckning om inte deras undervisning fokuserar på just dessa förmågor. Forskning, nationellt och internationellt visar att det finns en överbetoning på utantillinlärning och på procedurer. Detta verkar ske på bekostnad av en konceptuell förståelse, trots att det under 20 års tid pekats på behovet av en reforminriktad matematikundervisning. Matematisk förståelse kan delas in i procedurell- och konceptuell förståelse där en konceptuell förståelse kan kopplas till en reforminriktad matematikundervisning. Genom att utveckla förmågan att resonera matematiskt utvecklas också den konceptuella förståelsen. Denna avhandling, som inbegriper tre studier (med empiri från gymnasiet år ett och matematikläroböcker från tolv länder) behandlar elevers möjlighet att lära sig att resonera matematiskt. Dessa möjligheter har studerats utifrån att undersöka vilka möjligheter läroboken ger att lära sig matematiska resonemang, dels via en läroboksanalys och dels genom att studera elevers arbete med läroboksuppgifter i klassrumsmiljö. Elevers möjligheter att lära sig att resonera matematiskt har också studerats genom att undersöka relationen mellan elevers matematiska resonemang och deras uppfattningar om matematik. Ett analytiskt ramverk (Lithner, 2008) har används för att kategorisera och analysera resonemang som använts för att lösa uppgifter och som behövs för att lösa en uppgift. Resultaten från studierna har givit stöd åt tidigare forskning vad gäller att undervisning och läroböckerna inte nödvändigtvis harmonierar med en reforminriktad matematikundervisning. Och att elever har uppfattningar om matematik som bygger på osäkerhet, förväntan på ämnet och sin egen förmåga samt motivation och att dessa uppfattningar delvis kan kopplas till att eleverna inte använder matematiska resonemang för att försöka lösa icke-rutinuppgifter. Det vanligaste sättet att lösa läroboksuppgifter var att välja andra strategier än att använda sig av matematiska resonemang. Ett vanligt sätt att lösa uppgifter var att låta sig guidas, av främst en annan elev. Eleverna arbetade framförallt med de enklare uppgifterna i läroböckerna. Bland dessa enklare uppgifter var det mer sällsynt med uppgifter som krävde matematiska resonemang för att lösas relativt de svårare uppgifterna. Resultaten visade även att det fanns en negativ relation mellan en uppfattning av osäkerhet hos elever och ett användande av matematiska resonemang. Resultaten visade vidare att fördelningen av uppgifter som krävde matematiska resonemang var relativt lika i alla undersökta läroböcker från fem världsdelar. Utifrån resultaten argumenteras för en förändrad undervisning mot en undersökande undervisning och läroböcker som är mer i harmoni med en reforminriktad matematikundervisning.

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Gomes, Marcos Luis. "As praticas culturais de mobilização de historias da matematica em livros didaticos destinados ao ensino medio." [s.n.], 2008. http://repositorio.unicamp.br/jspui/handle/REPOSIP/251826.

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Orientador: Antonio Miguel Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação Made available in DSpace on 2018-08-10T22:23:44Z (GMT). No. of bitstreams: 1 Gomes_MarcosLuis_M.pdf: 3633774 bytes, checksum: dd656fb177d316fbb33fdb88eee39a65 (MD5) Previous issue date: 2008 Resumo: Este trabalho tem como objeto de estudo as práticas culturais de mobilização da história da matemática realizadas por autores de livros didáticos de matemática que escreveram livros para o Ensino Médio. Estas práticas são aqui concebidas como formas simbólicas e, assim, o estudo dessas formas de mobilização da história foi realizado com base em uma análise de cunho hermenêutico. Realizamos o cruzamento entre três tipos de fontes documentais: coleções de livros didáticos constantes no PNLEM 2005; entrevistas realizadas com os autores destas coleções e os pareceres constantes no catálogo do PNLEM relativos a essas coleções. Esta análise nos remeteu a empreender uma interpretação personalizada dos padrões semióticos pelos quais teriam se pautado alguns autores de livros didáticos de matemática, no sentido de procurarem estabelecer um diálogo com a história da matemática a fim de fazerem-na participar de seus textos didáticos destinados à educação matemática escolar Abstract: This work has as study objects the cultural practices of mobilization of history of mathematics accomplished by authors of mathematics text books that wrote books for the high school. These practices are conceived here as symbolic forms and, like this, the study of these mobilization forms of the history was accomplished with base in an analysis of hermeneutic stamp. For this analysis, we accomplished the crossing among three types of documental sources: collections of text books present in PNLEM 2005; interviews accomplished with the authors of these collections and your analysis present in the PNLEM catalog about these collections. Through this crossing, we noticed that the cultural practices of mobilization of the history of mathematics happen more frequently at the present time, and one of the decisive factors for this was the interference of the Federal Government in relation to the purchases of text books for the high school. The didactic collections analyzed did not become necessarily homogeneous because of the criteria of the official evaluation, but the coming of the mobilization of the history constitutes a positive factor for the students' continuous formation and teachers of the high school Mestrado Educação Matematica Mestre em Educação

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Johnson, Gwendolyn Joy. "Proportionality in Middle-School Mathematics Textbooks." Scholar Commons, 2010. https://scholarcommons.usf.edu/etd/1670.

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Some scholars have criticized the treatment of proportionality in middle-school textbooks, but these criticisms seem to be based on informal knowledge of the content of textbooks rather than on a detailed curriculum analysis. Thus, a curriculum analysis related to proportionality was needed. To investigate the treatment of proportionality in current middle-school textbooks, nine such books were analyzed. Sixth-, seventh-, and eighth-grade textbooks from three series were used: ConnectedMathematics2 (CMP), Glencoe's Math Connects, and the University of Chicago School Mathematics Project (UCSMP). Lessons with a focus on proportionality were selected from four content areas: algebra, data analysis/probability, geometry/measurement, and rational numbers. Within each lesson, tasks (activities, examples, and exercises) related to proportionality were coded along five dimensions: content area, problem type, solution strategy, presence or absence of a visual representation, and whether the task contained material regarding the characteristics of proportionality. For activities and exercises, the level of cognitive demand was also noted. Results indicate that proportionality is more of a focus in sixth and seventh-grade textbooks than in eighth-grade textbooks. The CMP and UCSMP series focused on algebra in eighth grade rather than proportionality. In all of the sixth-grade textbooks, and some of the seventh- and eighth-grade books, proportionality was presented primarily through the rational number content area. Two problem types described in the research literature, ratio comparison and missing value, were extensively found. However, qualitative proportional problems were virtually absent from the textbooks in this study. Other problem types (alternate form and function rule), not described in the literature, were also found. Differences were found between the solution strategies suggested in the three textbook series. Formal proportions are used earlier and more frequently in the Math Connects series than in the other two. In the CMP series, students are more likely to use manipulatives. The Mathematical Task Framework (Stein, Smith, Henningsen, & Silver, 2000) was used to measure the level of cognitive demand. The level of cognitive demand differed among textbook series with the CMP series having the highest level of cognitive demand and the Math Connects series having the lowest.

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Silva, Daniel Romao da. "Livro didático de matemática: lugar histórico e perspectivas." Universidade de São Paulo, 2010. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-03082010-103617/.

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O livro didático assume múltiplas funções e características. Constitui-se como uma referência de conteúdos para alunos e professores, guia orientador das atividades em sala de aula e como padrão de organização e sistematização do currículo. Porém, encontra-se sujeito às influências do contexto histórico e político em que se situa, estando impregnado dos valores e concepções desse contexto. Para compor a identidade do livro didático soma-se ainda a sua importância no mercado editorial. O livro didático é analisado, então, conforme as dimensões: suporte de conteúdos e métodos de ensino, veículo de valores, produto cultural e mercadoria. A partir desse cenário, será analisada a interação dessas várias dimensões na constituição do papel desempenhado pelo livro didático de Matemática para o Ensino Fundamental II, ao longo do período de 1971 a 2006, caracterizado pelo Ensino Fundamental com duração de oito anos. De modo a completar o estudo, foram analisados alguns livros didáticos de Matemática utilizados no período. The textbook assumes multiple functions and features. It constitutes a reference content for students and teachers guide, guiding the activities in the classroom and as a standard of organization and systematization of the curriculum. However, is subject to the influences of historical and political context in which it is, being steeped in values and ideas that context. To make up the identity of the textbook, adds to their importance also in publishing. The textbook is analyzed, then, as the dimensions of support content and teaching methods, vehicle values, cultural products and merchandise. From this scenario, the possibility of interaction of various dimensions in the constitution the role of the textbook Mathematics for Elementary Education, over the period 1971 to 2006, characterized by the elementary school which lasts eight years. In order to complete the study, some mathematics textbooks used in the period has been analyzed.

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Bichel, Michael. "En studie av läroböckers implementering av kursplanernas vardagslivsrelaterade anvisningar via textuppgifter." Thesis, Linnéuniversitetet, Institutionen för datavetenskap, fysik och matematik, DFM, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-26552.

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Since the textbook has a prominent role in Swedish mathematics education it is of importance that textbooks has a focus on everyday life application that matches the requirements of the syllabuses and provide examples of practical usage of mathematics. The purpose of this qualitative case study of four randomly chosen textbooks in mathematics for the ninth grade, published during the 60s, 70s, 80s and 90s, from which a stratified random sample of word problems has been drawn, is to study the prevalence of word problems related to everyday life as well as to see how much of the everyday life related instructions in the syllabuses these textbooks implement. The result shows that the proportion of exercises that is made up from word problems has increased steadily from the 1960s to the 1990s in the textbooks that were analysed and at the same time has the proportion of exercises related to everyday life among the word problems decreased. The overarching impression regarding instructions related to everyday life in the syllabuses is that rather few of them have been implemented via word problems. Då läroboken har en dominerande roll i den svenska matematikundervisningen är det av vikt att dessa böcker har ett fokus på vardagslivskopplingen som motsvarar budskapet i kursplanerna samt ger eleverna exempel på matematikens vardagliga tillämpningsområden. Syftet med denna kvalitativa fallstudie av fyra slumpmässigt valda läroböcker i matematik för årskurs 9, utgivna under 60-, 70-, 80- och 90-talet, ur vilka ett stratifierat slumpmässigt urval av textuppgifter dragits, är att studera förekomsten av vardagsrelaterade textuppgifter samt hur läroböckerna uppfyller anvisningarna i kursplanerna rörande den vardagslivsrelaterade kopplingen. Resultatet visar att andelen uppgifter som utgörs av textuppgifter har ökat stadigt från 60- till 90-talet i de studerade läroböckerna samtidigt som de vardagsrelaterade uppgifternas andel av textuppgifterna har minskat. Beträffande kursplanernas anvisningar är det övergripande intrycket att tämligen lite har implementerats via textuppgifterna.

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Pickle, Maria Consuelo (suzie) Capiral. "Statistical Content in Middle Grades Mathematics Textbooks." Scholar Commons, 2012. http://scholarcommons.usf.edu/etd/4203.

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Statistical Content in Middle Grades Mathematics Textbooks Maria Consuelo (Suzie) Capiral Pickle Abstract This study analyzed the treatment and scope of statistical concepts in four, widely-used, contemporary, middle grades mathematics textbook series: Glencoe Math Connects, Prentice Hall Mathematics, Connected Mathematics Project, and University of Chicago School Mathematics Project. There were three phases for the data analysis. Phase 1 addressed the location and sequence of the statistical concepts. Phase 2 focused upon an examination of the lesson narrative, its components and scope. Phase 3 analyzed the level of cognitive demand required of the students to complete the exercises, and the total number of exercises per statistical concept. These three phases taken together provided insight into students' potential opportunity to learn statistical topics found in middle grades mathematics textbooks. Results showed that concepts, such as measures of central tendency, were repeated in several grades while other topics such as circle graphs were presented earlier than the recommendations in documents such as the National Council of Teachers of Mathematics Principles and Standards (2000) and the Common Core State Standards (2010). Further results showed that most of the statistical content was found in a chapter near the end of the book that would likely not be covered should time run short. Also, each textbook had a particular lesson narrative style. Moreover, most of the statistical exercises required low level cognitive demand of the students to complete the exercises, potentially hindering the development of deep understanding of the concepts.

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Zorin, Barbara. "Geometric Transformations in Middle School Mathematics Textbooks." Scholar Commons, 2011. http://scholarcommons.usf.edu/etd/3421.

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Abstract This study analyzed treatment of geometric transformations in presently available middle grades (6, 7, 8) student mathematics textbooks. Fourteen textbooks from four widely used textbook series were evaluated: two mainline publisher series, Pearson (Prentice Hall) and Glencoe (Math Connects); one National Science Foundation (NSF) funded curriculum project textbook series, Connected Mathematics 2; and one non-NSF funded curriculum project, the University of Chicago School Mathematics Project (UCSMP). A framework was developed to distinguish the characteristics in the treatment of geometric transformations and to determine the potential opportunity to learn transformation concepts as measured by textbook physical characteristics, lesson narratives, and analysis of student exercises with level of cognitive demand. Results indicated no consistency found in order, frequency, or location of transformation topics within textbooks by publisher or grade level. The structure of transformation lessons in three series (Prentice Hall, Glencoe, and UCSMP) was similar, with transformation lesson content at a simplified level and student low level of cognitive demand in transformation tasks. The types of exercises found predominately focused on students applying content studied in the narrative of lessons. The typical problems and issues experienced by students when working with transformations, as identified in the literature, received little support or attention in the lessons. The types of tasks that seem to embody the ideals in the process standards, such as working a problem backwards, were found on few occurrences across all textbooks examined. The level of cognitive demand required for student exercises predominately occurred in the Lower-Level, and Lower-Middle categories. Research indicates approximately the last fourth of textbook pages are not likely to be studied during a school year; hence topics located in the final fourth of textbook pages might not provide students the opportunity to experience geometric transformations in that year. This was found to be the case in some of the textbooks examined, therefore students might not have the opportunity to study geometric transformations during some middle grades, as was the case for the Glencoe (6, 7), and the UCSMP (6) textbooks, or possibly during their entire middle grades career as was found with the Prentice Hall (6, 7, Prealgebra) textbook series.

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Skouroupathis, Nicolas. "Outdoor Education in the Greek Mathematics Textbooks." Thesis, Linköpings universitet, Institutionen för kultur och kommunikation, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-94681.

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Outdoor education is a promising educational field that can support indoor education and provide benefits beyond the evidentknowledge. Outdoor and indoor education together can formulate the ground for an integrated learning. In Greece, like manycountries, outdoor education and its potential contribution to the learning process have not been clearly and intentionally testedyet, even though the country tends to follow a progressive educational philosophy. This research focuses on the subject ofmathematics and explores the connections between the existing philosophy and practices of mathematics education in Greece andoutdoor education theory and practice. Following the method of content analysis, the connections were identified through theexistence of basic outdoor education concepts in the mathematics textbooks of the last three grades of primary school. Althoughthe expectations, because of the lack of personal experiences, could not be high, the application of outdoor education seems to befar from impossible in Greece. It could rather flourish even without any changes in the books, when its potentialities are realizedby the teachers.

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Karlsson, Jens, and Amanda Hägg. "Programmering eller inte? : En läromedelsanalys av programmering i matematikböcker för årskurs 3 med inriktning på uppgifters kognitiva kravnivå och begrepp." Thesis, Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-42730.

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I föreliggande studie söker vi, i form av en läromedelsanalys, kunskap kring hur uppgifter i åtta svenska läroböcker inom matematik för årskurs 3 karaktäriserar programmering utifrån dess kognitiva kravnivå och centrala begrepp. Den insamlade empirin analyserades kvantitativt med hjälp av en innehållsanalys. I studien tog vi hjälp utav två teoretiska ramverk – Mathematical Task Framework och Level of Demands – samt centrala begrepp inom programmering. Studiens resultat indikerar att; 1. Majoriteten av uppgifterna i läroböckerna som fokuserar på programmering ligger på en låg kognitiv kravnivå; 2. Samtliga begrepp som studien tar sin utgångspunkt i bearbetas i uppgifterna men endast åtta av 14 nämns. Studiens slutsats är att de svenska läroböcker som utgjorde underlaget för analysen håller en för låg nivå, både när det gäller begrepp och kognitiv kravnivå på uppgifterna, för att eleverna ska få möjlighet att kunna utveckla den abstrakta förståelsen som krävs för området programmering. The purpose of this study is to contribute knowledge about which concepts and on which cognitive level of demand tasks in Swedish mathematical textbooks for grade 3 addresses the subject matter of programming. To achieve this purpose, we conducted a textbook analysis of eight Swedish mathematical textbooks. The collected empirical data was then quantitatively analyzed by means of a content analysis. The theoretical frameworks used in this study were the Mathematical Task Framework and Level of Demands, as well as central concepts regarding programming. The results of the study indicate that; 1. The majority of tasks in the mathematical textbooks pertain to the subject matter and are on a low level of cognitive demand; 2. All central concepts regarding programming are processed in the mathematical textbooks but only eight out of 14 are mentioned. The study’s conclusion is that the tasks in Swedish mathematical textbooks that formed the basis of the analysis are deficient, both in terms of their level of cognitive demand and the prevalence of concepts pertaining to programming. We find that this is insufficient in order for students to obtain the opportunity to develop the abstract thinking necessary for understanding programming.

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Kanwar, Sofia. "Matematikbokens vikt i undervisningen : The importance of the mathematics book in teaching." Thesis, Luleå tekniska universitet, Pedagogik, språk och Ämnesdidaktik, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:ltu:diva-76001.

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Hur använder lärare matematikboken i dagens undervisning? Dominerar boken undervisningen eller fungerar den som ett redskap, en så kallad artefakt? Syftet med denna studie är att undersöka matematikbokens vikt i dagens undervisning i årskurs tre, genom en kvalitativ metod. Studiens två forskningsfrågorundersökgenom observationer och semistrukturerade intervjuer med tre olika respondenter och tre olika skolor. Datainsamlingen analyseras med fenomenografisk forskningsansats skolinspektionens analysschema. Samtliga lärare som medverkade i studien hävdar att matematikboken är grundläggande i undervisningen samt att matematikboken används till åttio procent i undervisningen. Lärarna belyser att tiden är knapp och matematikboken underlättar tidsmässigt. Resultaten som framkom i studien är att matematikboken dominerar undervisningen. Elever arbetar i stora drag enskilt i matematikboken eller med material som är framtaget från matematikboken under lektionerna. Slutsatsen i denna studie är att det inte råder någon större individualisering eller socialt samspel i klassrummen på grund av den stora del enskilda arbete, lärare använder till största del material från matematikboken eller matematikboken. Slutligen visar både observationer och intervjuer att matematikboken dominerar undervisningen tidsmässigt. Stora undersökningar som TIMSS och PISA visar att nordiska länder använder matematikboken mer än övriga länder, samt ett nedåtgående resultat i matematik för Sverige. I denna studie undersöks matematikbokens vikt i dagens undervisning. How do teachers use the mathematic textbook in teaching today? Is the mathematic textbook dominant in teaching or is it used as a tool, a so-called artefact? The purpose is to examine the importance of mathematical textbook in today´s teaching in grade three, through a qualitative method. The study two research questions are examined by observations and semi-structured interviews with three different respondents and schools. The data collection is analyzed with phenomenografic research approach. All teachers that participated in the study claim that the mathematic textbook is fundamental in the teaching and that the textbook is used to eighty percent in teaching. The teachers assert that there is very little time and that the mathematic textbook facilitates time. The results that emerged from the study are that the mathematic book dominates the teaching. Pupils generally work individually in the mathematics book or with material that is proceed from the mathematic book during the lessons. The conclusion in this study is that there is no major individualization or social interaction in the classroom because of the large proportion of individual work, teachers mostly use materials from the mathematics book or the mathematic book. Finally, both observations and interviews show that the mathematical book dominates teaching in time. Large studies such as TIMSS and PISA shows that Nordic countries use the mathematics book more than other countries, and a falling result in mathematics in Sweden. The importance of mathematical textbook in teaching is examined in this study.

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Kröger, Iina. "Practicing mathematical modeling in upper secondary school : An analysis of the opportunities offered by Swedish and German textbooks." Thesis, Karlstads universitet, Institutionen för matematik och datavetenskap (from 2013), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-73102.

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This study aims at investigating what opportunities mathematics textbooks used in Swedish and German upper secondary schools offer to practice modeling within the topic of mathematical analysis. The main interest of the study lies in how the textbook content relates to the national curriculum goals regarding modeling, but the Swedish and German textbooks are also compared to each other. In order to achieve this objective, two textbooks, one from each country, were analyzed with respect to the amount and to the quality of available modeling tasks. In the content analysis, theory on modeling competence and realistic tasks were used. The results indicate that the two analyzed textbooks contain modeling tasks to approximately same extent. Both textbooks support exclusively intra-mathematical aspects of modeling, which is in line with the findings of previous studies. While the scope of mathematical modeling in the textbooks does not correspond to the general curriculum goals of realistic modeling, it covers partly (Sweden) or completely (Germany) the curriculum requirements for at least the lowest proficiency level of the modeling competence. Denna studie syftar till att undersöka vilka möjligheter matematikläroböcker som används i den svenska och den tyska gymnasieskolan erbjuder för att öva modellering inom matematisk analys. Studiens intresse ligger framför allt i hur läroböckernas innehåll relaterar till de nationella styrdokumentens lärandemål om modellering, men dessutom jämförs de svenska och tyska läroböckerna även med varandra. För att uppnå detta syfte analyserades två läroböcker, en från vardera land, med hänsyn till mängden och kvaliteten av befintliga modelleringsuppgifter. I innehållsanalysen användes teori om modelleringsförmåga och realistiska uppgifter. Resultaten indikerar att de två läroböcker som analyserats innehåller modelleringsuppgifter i ungefär samma utsträckning. Båda läroböckerna stödjer endast inommatematiska aspekter av modellering, vilket är i linje med tidigare forskningsrön. Även om omfattningen av matematisk modellering i läroböckerna inte överensstämmer med läroplansmål om realistisk modellering, motsvarar de befintliga modelleringsuppgifter delvis (Sverige) eller helt (Tyskland) åtminstone de lägsta kunskapskraven som styrdokumenten har angående modelleringsförmågan.

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Kenneman, Maria. "Progression of algebraic discourse in school years 2 to 8." Licentiate thesis, Umeå universitet, Institutionen för naturvetenskapernas och matematikens didaktik, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-89378.

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In contemporary educational settings algebra is considered to be of vital importance for student's continuation to more advanced studies in mathematics, thereby affecting their chances for future education and employment. However, a substantial number of students do not benefit from the algebra presently taught in schools and fail to use algebraic reasoning. The purpose of this study was to enhance the understanding of how classroom discourse supports the students' learning of algebra. The study rests on two basic assumptions, firstly mathematics is regarded a discourse, secondly teachers' instruction during lessons and the textbooks used in school are envisioned as potential means for supporting students' algebraic development. The issue of learning was examined through a focus on progression of algebraic discourse in mathematics textbooks, for grade levels 2, 5 and 8. Furthermore, in order to study classroom discourse more broadly, the algebraic discourse of teachers' lesson introduction talks in grade 8, were examined in relation to the algebraic discourse of textbooks. The foundation for the analyses was a discursive perspective and a communicational theory depicting algebraic development as a hierarchical structure of consecutive discursive levels. The mathematics textbooks' and teachers' discourses were analysed regarding the presence of signifiers of algebraic objects, more informally unknowns, and concerning four measures of discursive complexity. Mean value of the number of words constituting the signifier of algebraic object, signifier length equal to or exceeding two words, signifier length equal to or exceeding six words, and as amount of signifiers of algebraic objects of a higher discursive level. The results show that there were signifiers of algebraic objects present in all three mathematics textbooks and in teachers' lesson talks. The number of these signifiers of algebraic objects in the mathematics textbooks grew substantially between grade 2 and 5 with a moderate increase between grade 5 and 8. Also the mean value of the number of words constituting these signifiers of algebraic objects grew between grade 2 and 8, as well as the amount of signifiers of algebraic objects consisting of six or more words. Complexity measured as amount of signifiers of algebraic objects of a higher discursive level grew from grad 2, were there were no such signifiers of algebraic objects, to grade 8 were there were 17 % of the total amount. Thus, the analyses of the textbooks exhibit a progression of increasing complexity in terms of the measures focused in this study. In comparison, the complexity of teachers' discourse is lower than the discourse of any of the mathematics textbooks concerning mean value of signifier length. The amount of signifiers of algebraic objects of a signifier length equal to or exceeding two words were comparable with the amount in the grade 2 mathematics textbook. Concerning signifier length equal to or exceeding six words the amount in the teachers' lesson talks were in the same order of size as the corresponding measure in the mathematics textbook of grade 5. I det samtida skolväsendet anses algebra ha stor betydelse för elevers möjligheter att fortsätta till mera avancerade matematikstudier. Dessvärre har många elever inte fördel av den algebra som undervisas i dagens skola och kan inte använda sig av ett algebraiskt resonemang. Syftet med den här studien är att öka förståelsen om hur klassrumsdiskurser stödjer elevers algebraiska lärande. Till grund för studien ligger två antaganden. Dels antas matematik vara en diskurs, dels betraktas lärarens genomgångar och matematikboken som används i skolan som medel för att potentiellt stödja elevernas algebraiska utveckling. Lärandeaspekten undersöktes genom att fokusera på den algebraiska diskursens progression i matematikböcker i årskurserna 2, 5 och 8. För att dessutom kunna studera klassrumsdiskurs i ett vidare perspektiv, undersöktes den algebraiska diskursen i lärares lektionsgenomgångar i årskurs 8 och relaterades till den algebraiska diskursen i matematikböckerna. Till grund för analyserna låg ett diskursivt perspektiv och en teori rörande kommunikation där algebraisk utveckling ses som en hierarkisk struktur uppbyggd av olika, på varandra följande diskursiva nivåer. Lärarnas och matematikböckernas diskurser analyserades med avseende på om där fanns uttryck för algebraiska objekt, mera vardagligt obekanta, och med avseende på de fyra måtten på diskursiv komplexitet: medelvärde av antalet ord som utgör uttrycken för de algebraiska objekten, uttryckslängd lika med eller mer än två ord, uttryckslängd lika med eller mer än sex ord och slutligen andelen utryck för algebraiska objekt som är av en högre diskursiv nivå. Resultaten visar att det fanns uttryck för algebraiska objekt i alla tre matematikböckerna och i lärarnas lektionsgenomgångar. Antalet uttryck för algebraiska objekt i matematikböckerna ökar avsevärt mellan årkurs 2 och 5, med en måttlig ökning mellan årskurs 5 och 8. Därtill ökar medelvärdet för antalet ord som bygger upp dessa uttryck för algebraiska objekt mellan årskurs 2 och 8, tillika med andelen uttryck för algebraiska objekt som består av sex ord eller mer. Komplexitet mätt som andel uttryck för algebraiska objekt tillhörande en högre diskursive nivå, ökade från årskurs 2, där det inte fanns några sådana uttryck för algebraiska objekt, till årskurs 8 där andelen var 17 %. Således visar analyserna att textböckerna ger utryck för en progression så som den har mätts i denna studie. När det gäller medelvärde av uttryckens längd visar en jämförelse att uttrycken i lärarnas diskurs har lägre medelvärde än någon av matematikböckerna. Komplexitet mätt som andelen uttryck för algebraiska objekt med en uttryckslängd på två ord eller mer är i lärarnas diskurs jämförbar med motsvarande andel i matematikboken i årskurs 2. Komplexitet mätt som uttryckslängd på sex ord eller mer visar att andelen i lärarnas diskurs är i samma storleksordning som motsvarande mått i årskurs 5.

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SILVA, Beethoven Rotterdam Daudt Gomes e. "Uma abordagem sobre o conceito de função no ensino médio." Universidade Federal de Campina Grande, 2015. http://dspace.sti.ufcg.edu.br:8080/jspui/handle/riufcg/2168.

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Submitted by Emanuel Varela Cardoso (emanuel.varela@ufcg.edu.br) on 2018-11-12T17:02:24Z No. of bitstreams: 1 BEETHOVEN ROTTERDAM DAUDT GOMES E SILVA – DISSERTAÇÃO (PPGMat) 2015.pdf: 10169525 bytes, checksum: cafefeb5c30a64499673fd1f638d3875 (MD5) Made available in DSpace on 2018-11-12T17:02:24Z (GMT). No. of bitstreams: 1 BEETHOVEN ROTTERDAM DAUDT GOMES E SILVA – DISSERTAÇÃO (PPGMat) 2015.pdf: 10169525 bytes, checksum: cafefeb5c30a64499673fd1f638d3875 (MD5) Previous issue date: 2015-08-06 Capes O ensino do conceito de função tem sido um dos grandes desafios para o docente, em particular durante a primeira série do ensino Médio. Tal assunto constitui-se, para o aluno, um obstáculo cognitivo, contribuindo para o distanciamento da Matemática. A carga de abstração contida no conceito de função e o formalismo exagerado dos livros didáticos contribuem para que o professor não obtenha êxito durante a abordagem deste assunto. Surge, assim, a necessidade de conhecer previamente a abordagem e o método utilizado pelo autor do livro didático adotado como livro texto, sendo indispensável a leitura crítica por parte do professor. Neste trabalho propõe-se uma sequência didática para o ensino do conceito e das propriedades de Função. Nesse sentido, criou-se um roteiro de análise adaptado a partir de critérios utilizados no guia do Plano Nacional do Livro Didático (PNLD) do ano de 2012, o qual foi utilizado para verificar a abordagem metodológica praticada durante a apresentação da definição de função utilizada em livros didáticos do primeiro ano do ensino médio. Teaching the concept of function has been a major challenge for the teachers, particularly during the first year of high school. This issue constitutes, for the student, a cognitive obstacle what contributes to the detachment of mathematics by the students. The abstraction charge contained in the concept of function and the exaggerated formalism in the textbooks does not contribute to the success of the teacher when approaching this issue. It raises the need to know beforehand the approach and method used by the author being essential the analysis of the textbooks by the teacher. Given this fact, this paper proposes a didactic sequence for teaching the concept of functions. It was created an adapted analysis script based on the criteria used in the Plano Nacional do Livro Didático (PNLD) of 2012, in order to examine the methodological approach practiced during the presentation of the definition of function used by teachers in the first year of high school textbooks.

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McNaught, Melissa D. Tarr James E. "Implementation of integrated mathematics textbooks in secondary school classrooms." Diss., Columbia, Mo. : University of Missouri--Columbia, 2009. http://hdl.handle.net/10355/6146.

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Title from PDF of title page (University of Missouri--Columbia, viewed on Feb 15, 2010). The entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file. Dissertation advisor: Dr. James E. Tarr. Vita. Includes bibliographical references.

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Dumitraşcu, Gabriela Georgeta. "Generalization: Developing Mathematical Practices in Elementary School." Diss., The University of Arizona, 2015. http://hdl.handle.net/10150/556959.

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The process of generalization in mathematics was identified by mathematics education and educational psychology research, out of many mental actions or operations, as a cognitive function fundamentally required in the thinking process. Moreover, the current changes in education in the United States bring forward the dual goal of mathematics teaching and learning: students should have strong and rigorous mathematical content knowledge and students should be involved in practices that define the status of doing mathematical work. This dual role is totally dependent on the process of generalization. This study uses theories and research findings from the field of algebraic thinking, teaching, and learning to understand how the third grade teacher’s edition textbooks of three mathematics curricula portray the process of generalization. I started my study with the development of a theoretical coding system obtained by combining Kaput’s theory about algebra (Kaput, 2008), Krutetskii’s two way of generalization (Krutetskii, 1976), and the five mathematical representations identified by Lesh, Post, and Behr (1987). Then, I used the coding system to identify tasks that have the potential to involve students in the process of generalization. The findings from my study provide evidence that following a well-structured theory, such as Kaput’s theory about algebra, allows us to identify tasks that support algebraic thinking and to create new ones with higher potential to involve children in the process of generalization. Such tasks may support the development of algebraic thinking as a continuous process that should start from early grades of elementary school.

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Harris, Carol. "Errors in South African secondary school mathematics textbooks." Master's thesis, University of Cape Town, 1998. http://hdl.handle.net/11427/9684.

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Bibliography: leaves 97-101. Since 1960 various new topics were introduced into the South African mathematics syllabus for high schools. This was generally described as "New Maths". These topics were characterised by an emphasis on mathematical structure (set theory, groups, rings and fields, the construction of the real number system, relations and functions, vectors and mathematical induction). Textbooks that were published in South Africa during this time have been found to contain numerous significant mathematical errors, especially in connection with these new topics. This project has entailed the collection, classification and commentary on these problems. It has involved a study of a range of texts from Standards 6 to 10. The methodology utilised entailed reading as many maths textbooks as we could find in libraries such as Education libraries. Other sources of textbooks were from the library of the Mathematics Education Project (MEP)(of the University of Cape Town), private collections and second hand bookshops. Some misconceptions arise across a range of texts indicating that either a general misunderstanding has occurred or that authors have used one another's work in their research. We conducted a search for mathematical errors and not minor misprints, arithmetical slips, algebraic errors, mistakes in answers at the back of the book, spelling or grammatical mistakes.

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Nance, Mark S. "Building Procedural Fluency from Conceptual Understanding in Equivalence of Fractions: A Content Analysis of a Textbook Series." BYU ScholarsArchive, 2018. https://scholarsarchive.byu.edu/etd/7331.

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During the last several decades, mathematics reform has emphasized the goal of ensuring that students develop both conceptual and procedural understanding in mathematics. The current mathematics reform, Common Core State Standards for Mathematics (National Governors Association and the Council of Chief State School Officers [NGA Center & CCSSO], 2010), promotes this goal, with procedural knowledge building upon a strong conceptual base. This study uses content analysis to investigate the extent and ways in which Houghton Mifflin Harcourt<'>s Go Math! K-8 (HMH, 2016) supports teachers in building procedural fluency from conceptual understanding when teaching equivalence of fractions.Krippendorf<'>s (1980) framework for content analysis guided this study. I identified a priori codes, and allowed for emergent codes, that characterize quality mathematical instruction. Careful analysis of the teacher editions of the textbook series revealed that, if the teacher instructions are to be followed with fidelity, students are not given opportunities to create and share their own strategies for solving tasks designed to help them learn equivalence of fractions. Neither are they given opportunities to make connections among strategies. All connections are introduced by the teacher. Although the teacher editions promote transitions from visual models to algorithms, they provide inconsistent use of problem-solving practice tasks and equal-sharing problems, two methods that are strongly supported by the research literature for developing procedural fluency from conceptual understanding in equivalence of fractions. Finally, the teacher materials include multiple instances in which the same or similar language and terms are used for mathematical and pedagogical practices found in mainstream research and professional literature, yet the practices were to be implemented in ways contrary to mainstream interpretations.Overall, Go Math! K-8 (HMH, 2016) provided little support to teachers in helping students build procedural fluency from conceptual understanding. A teacher-driven, rather than student-driven, approach to instruction was emphasized, thus minimizing opportunities for students to engage in the kinds of tasks and discourse recommended in the literature. The ways in which mathematical language and terms were implemented contrary to mainstream research interpretations can easily cause confusion among educators. The dearth of authentic problem-solving practice was inconsistent with quality mathematics instruction that supports students<'> conceptual and procedural understanding.

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Zakrzewski, Jennifer. "Effect of Interactive Digital Homework with an iBook on Sixth Grade Students' Mathematics Achievement and Attitudes when Learning Fractions, Decimals, and Percents." Scholar Commons, 2015. https://scholarcommons.usf.edu/etd/5611.

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Over the past decade, technology has become a prominent feature in our lives. Technology has not only been integrated into our lives, but into the classroom as well. Teachers have been provided with a tremendous amount of technology related tools to educate their students. However, many of these technologically enhanced tools have little to no research supporting their claims to enhance learning. This study focuses on one aspect of technology, the iBook, to complete homework relating to fractions, decimals, and percents in a sixth grade classroom. An iBook is a digital textbook that allows the user to interact with the book through various features. Some of these features include galleries, videos, review quizzes, and links to websites. These interactive features have the potential to enhance comprehension through interactivity and increased motivation. Prior to this study, two pilot iterations were conducted. During each pilot study, students in two sixth grade classrooms used the iBook to supplement learning of fractions, decimals, and percents. A comparison group was not included during either iteration, as the goal was to fine-tune the study prior to implementation. The current study was the third iteration, which included a comparison and treatment group. During this study, three research questions were considered: 1) When learning fractions, decimals, and percents, in what ways, if any, do students achieve differently on a unit test when using an interactive iBook for homework as compared to students who have access to the same homework questions in an online static PDF format? 2) What are students' perceptions of completing homework regarding fractions, decimals, and percents with an interactive iBook compared to students who complete homework in an online static PDF format? 3) In what ways does students' achievement on homework differ when completing homework related to fractions, decimals, and percents from an interactive iBook and a static PDF online assignment? Thirty students from a small charter school in southeast Florida participated in the third iteration of this study. Fifteen students were in the comparison group and fifteen were in the treatment group. Students in both groups received comparable classroom instruction, which was determined through audio recordings and similar lesson plans. Treatment group students were provided with a copy of the iBook for homework. Comparison group students were provided with a set of questions identical to the iBook questions in a static digital PDF format. The comparison group students also had access to the textbook, but not the iBook nor the additional resources available within the iBook. The study took place over three weeks. At the commencement of the study, all students were given a pretest to determine their prior knowledge of fractions, decimals, and percents. Students were also asked to respond to questions regarding typical homework duration, level of difficulty, overall experience, and additional resources used for support. During the study, both classes received comparable instruction, which included mini lessons, manipulative based activities, mini quizzes, and group activities. Nightly homework was assigned to each group. At the conclusion of the study, both groups were given a posttest, which was identical to the pretest. Students were asked identical questions about their homework perceptions as prior to the study, but were asked to respond in regards to the study alone. All participating students completed a questionnaire to describe their perceptions of completing homework regarding fractions, decimals, and percents with an iBook as opposed to static digital PDF homework. Lastly, six students from the comparison group participated in a focus group and six students from the treatment group participated in a separate focus group. Data were collected from the pretest and posttest, pre and post homework responses, collected homework, mini quizzes, audio recordings, teacher journal, questionnaires, and the focus group. No difference in achievement was found between the two groups. However, both groups improved significantly from the pretest to posttest. Based on the questionnaires and focus groups, both groups of students felt they learned fractions, decimals, and percents effectively. However, the questionnaire data showed the treatment group found the iBook more convenient than the comparison group did the textbook. Data from this study provide a baseline for future studies regarding iBooks in middle school mathematics. Although the data show no difference in achievement between the two groups, further studies should be conducted in regards to the iBook. Questionnaire and focus group data suggest, with modifications, students may be more inclined to use the resources within the iBook, which may enhance achievement with fractions, decimals, and percents.

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Johansson, Monica. "Teaching mathematics with textbooks : a classroom and curricular perspective." Doctoral thesis, Luleå : Luleå University of Technology, 2006. http://epubl.ltu.se/1402-1544/2006/23/index.html.

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Johansson, Monica. "Textbooks in mathematics education : a study of textbooks as the potentially implemented curriculum." Licentiate thesis, Luleå tekniska universitet, Pedagogik, språk och Ämnesdidaktik, 2003. http://urn.kb.se/resolve?urn=urn:nbn:se:ltu:diva-18457.

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Textbooks are a most important feature of teaching mathematics in the classroom, in Sweden as well as in many other countries. For teachers and students, the textbooks often determine what is school mathematics and also what is mathematics. Previous studies on textbooks and the use of textbooks in teaching and learning mathematics raise important questions about textbooks as representations of the curriculum. One important question concerns their role as a link between curriculum and activities in classrooms. In this thesis, some international investigations in this connection are reviewed and analyzed. Moreover, in order to illustrate the role of textbooks as the potentially implemented curriculum, a content analysis of a textbook series, is conducted. The development of the textbook series, a commonly used schoolbook in Sweden, is portrayed in the light of the curriculum development. Some findings from the analysis of the textbooks show that the objective of mathematics, formulated in the national curriculum, are only partially realized. Godkänd; 2003; 20070214 (ysko)

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Dissertations / Theses on the topic 'The textbook of mathematics'

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