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A study of Algebra 1 students' use o...

Thomas, Amanda.

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A study of Algebra 1 students' use of digital and print textbooks.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	A study of Algebra 1 students' use of digital and print textbooks./
作者:	Thomas, Amanda.
面頁冊數:	264 p.
附註:	Source: Dissertation Abstracts International, Volume: 75-03(E), Section: A.
Contained By:	Dissertation Abstracts International75-03A(E).
標題:	Education, Mathematics. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3576040
ISBN:	9781303552816

A study of Algebra 1 students' use of digital and print textbooks.
Thomas, Amanda.

A study of Algebra 1 students' use of digital and print textbooks. - 264 p.

Source: Dissertation Abstracts International, Volume: 75-03(E), Section: A.

Thesis (Ph.D.)--University of Missouri - Columbia, 2013.

The dissertation study described here examines Algebra 1 students' use of print and digital mathematics textbooks within the classroom setting. Following the emergence of digital textbooks in U.S. schools, the study responds to a critical need to understand not only the potential of innovative digital instructional materials, but also the actual implementation of new textbook media within mathematics classrooms. Whereas prior studies relating to printed textbook use have focused on teachers, consideration of students' digital textbook use confronts the claim that these products are more engaging and motivating. Examining both print and digital textbook use allows for comparison between how students use Algebra 1 textbooks presented in two formats.

ISBN: 9781303552816Subjects--Topical Terms:

1017588
Education, Mathematics.

A study of Algebra 1 students' use of digital and print textbooks.
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245 1 2 $a A study of Algebra 1 students' use of digital and print textbooks.
300 $a 264 p.
500 $a Source: Dissertation Abstracts International, Volume: 75-03(E), Section: A.
500 $a Adviser: Barbara J. Reys.
502 $a Thesis (Ph.D.)--University of Missouri - Columbia, 2013.
520 $a The dissertation study described here examines Algebra 1 students' use of print and digital mathematics textbooks within the classroom setting. Following the emergence of digital textbooks in U.S. schools, the study responds to a critical need to understand not only the potential of innovative digital instructional materials, but also the actual implementation of new textbook media within mathematics classrooms. Whereas prior studies relating to printed textbook use have focused on teachers, consideration of students' digital textbook use confronts the claim that these products are more engaging and motivating. Examining both print and digital textbook use allows for comparison between how students use Algebra 1 textbooks presented in two formats.
520 $a Activity theory frames the study, functioning as a tool to understand how students use textbooks within the context of the mathematics classroom. This case study employed qualitative methods to investigate how students in two Algebra 1 classrooms, taught by the same teacher, used corresponding print and digital formats of a commercially published Algebra 1 textbook. Daily observations and video recordings, a series of student interviews, weekly teacher interviews, and artifacts of student work depict student use of the two textbook formats throughout a chapter focusing on linear functions. Data analysis focuses on clips of student textbook use, recorded from students' perspectives using head-mounted video cameras. These clips are supported with data from stimulated recall interviews in which students elaborated on their textbook use.
520 $a Findings indicate that students used a small proportion of the textbook resources and features available to them, both in the class using print format and in the class using digital format. Although variation existed among students in both classes, students tended to view the textbook primarily as a source for homework exercises and rarely attended to worked out examples and text within lessons. Furthermore, students' textbooks use was predominantly teacher-directed regardless of the textbook format. However, the two classes differed with respect to their engagement with the classroom community while using their textbooks. Students in the class using print textbooks tended to engage with the teacher and peers while using their textbooks, while the class using the digital format remained mostly silent as students used their textbooks. One of most notable findings in the study occurred in the class using digital textbooks. Although the digital textbook included a variety of interactive features, those features were among the least used. Nonetheless, students in both classes expressed preferences for digital formats.
520 $a Implications of the study suggest that strategic use of textbooks, regardless of format, is not automatic for students and that classroom teachers play an important role in how their students use their Algebra 1 textbooks. In order to capitalize on the potential that digital textbooks offer for integrating mathematics curriculum with technological learning tools, students must not only understand how to use these powerful resources, but also have a motive to engage more deeply with the mathematical content conveyed in the materials.
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650 4 $a Education, Mathematics. $3 1017588
650 4 $a Multimedia Communications. $3 1057801
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710 2 $a University of Missouri - Columbia. $b Learning, Teaching, and Curriculum. $3 2093627
773 0 $t Dissertation Abstracts International $g 75-03A(E).
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793 $a English
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