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Textbook Analysis on Proportional Re...

Ruggeri, Christina.

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Textbook Analysis on Proportional Reasoning in Middle School Textbooks.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Textbook Analysis on Proportional Reasoning in Middle School Textbooks./
作者:	Ruggeri, Christina.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2021,
面頁冊數:	146 p.
附註:	Source: Dissertations Abstracts International, Volume: 82-09, Section: A.
Contained By:	Dissertations Abstracts International82-09A.
標題:	Curriculum development. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28315110
ISBN:	9798582509905

Textbook Analysis on Proportional Reasoning in Middle School Textbooks.
Ruggeri, Christina.

Textbook Analysis on Proportional Reasoning in Middle School Textbooks. - Ann Arbor : ProQuest Dissertations & Theses, 2021 - 146 p.

Source: Dissertations Abstracts International, Volume: 82-09, Section: A.

Thesis (Ph.D.)--State University of New York at Buffalo, 2021.

This item must not be sold to any third party vendors.

The Common Core State Standards for Mathematics emphasize the importance of developing students' conceptual understanding, mathematical reasoning, and problem solving skills. This is a shift from the traditional approach to teaching mathematics and many teachers rely on curriculum resources to help them meet these new standards and expectations. One of the biggest strands of understanding across the middle grades is proportional reasoning. There are limited studies on how U.S. textbooks promote proportional reasoning across the middle grades. There is also a lack of textbook analyses that investigate the contexts proportional reasoning tasks are set in. This study looks to analyze the development of proportional reasoning skills in both traditional and NSF-funded textbooks across grades 6-8. This analysis looks at how proportional reasoning tasks in curriculum materials are presented to students. A total of 24 textbooks were analyzed for alignment with the Common Core State Standards for Mathematics as well as the presence of six different characteristics (cognitive demand, problem solving, type of context, type of information, contextual algebraic tasks, and proportional perspectives).This analysis sheds light on the opportunities to learn proportional reasoning through tasks presented through different textbooks series across the middle grades and highlights differences and trends that exist. The results of this analysis show the failure of curriculum resources to address the Common Core State Standards for Mathematics related to proportional reasoning. Opportunities to learn proportional reasoning through problems posed in textbooks series were also limited; this analysis showed low levels of cognitive demand, limited promotion of problem solving skills, lack of variety of context types, low degrees of algebraic robustness, and a failure to promote the understanding of multiple perspectives in solving proportional reasoning problems. The analysis adds to the current literature and has implications on how to create and use problems posed in curriculum resources. It also lays the foundation for future research and supports further needs for change and reform.

ISBN: 9798582509905Subjects--Topical Terms:

684418
Curriculum development.
Subjects--Index Terms:

Textbook analysis

Textbook Analysis on Proportional Reasoning in Middle School Textbooks.
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520 $a The Common Core State Standards for Mathematics emphasize the importance of developing students' conceptual understanding, mathematical reasoning, and problem solving skills. This is a shift from the traditional approach to teaching mathematics and many teachers rely on curriculum resources to help them meet these new standards and expectations. One of the biggest strands of understanding across the middle grades is proportional reasoning. There are limited studies on how U.S. textbooks promote proportional reasoning across the middle grades. There is also a lack of textbook analyses that investigate the contexts proportional reasoning tasks are set in. This study looks to analyze the development of proportional reasoning skills in both traditional and NSF-funded textbooks across grades 6-8. This analysis looks at how proportional reasoning tasks in curriculum materials are presented to students. A total of 24 textbooks were analyzed for alignment with the Common Core State Standards for Mathematics as well as the presence of six different characteristics (cognitive demand, problem solving, type of context, type of information, contextual algebraic tasks, and proportional perspectives).This analysis sheds light on the opportunities to learn proportional reasoning through tasks presented through different textbooks series across the middle grades and highlights differences and trends that exist. The results of this analysis show the failure of curriculum resources to address the Common Core State Standards for Mathematics related to proportional reasoning. Opportunities to learn proportional reasoning through problems posed in textbooks series were also limited; this analysis showed low levels of cognitive demand, limited promotion of problem solving skills, lack of variety of context types, low degrees of algebraic robustness, and a failure to promote the understanding of multiple perspectives in solving proportional reasoning problems. The analysis adds to the current literature and has implications on how to create and use problems posed in curriculum resources. It also lays the foundation for future research and supports further needs for change and reform.
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