Assessing the potential of mathematics textbooks to promote deep learning

Shield, Malcolm and Dole, Shelley (2013) Assessing the potential of mathematics textbooks to promote deep learning. Educational Studies in Mathematics, 82 2: 183-199.

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Author Shield, Malcolm
Dole, Shelley
Title Assessing the potential of mathematics textbooks to promote deep learning
Journal name Educational Studies in Mathematics   Check publisher's open access policy
ISSN 0013-1954
1573-0816
Publication date 2013-02
Year available 2012
Sub-type Article (original research)
DOI 10.1007/s10649-012-9415-9
Volume 82
Issue 2
Start page 183
End page 199
Total pages 17
Place of publication Dordrecht, Netherlands
Publisher Springer Netherlands
Collection year 2013
Language eng
Abstract Curriculum documents for mathematics emphasise the importance of promoting depth of knowledge rather than shallow coverage of the curriculum. In this paper, we report on a study that explored the analysis of junior secondary mathematics textbooks to assess their potential to assist in teaching and learning aimed at building and applying deep mathematical knowledge. The method of analysis involved the establishment of a set of specific curriculum goals and associated indicators, based on research into the teaching and learning of a particular field within the mathematics curriculum, namely proportion and proportional reasoning. Topic selection was due to its pervasive nature throughout the school mathematics curriculum at this level. As a result of this study, it was found that the five textbook series examined provided limited support for the development of multiplicative structures required for proportional reasoning, and hence would not serve well the development of deep learning of mathematics. The study demonstrated a method that could be applied to the analysis of junior secondary mathematics in many parts of the world.
Keyword Textbooks
Proportion
Structure
Understanding
Q-Index Code C1
Q-Index Status Confirmed Code
Institutional Status UQ
Additional Notes Published online: 13 July 2012

Document type: Journal Article
Sub-type: Article (original research)
Collections: Official 2013 Collection
School of Education Publications
 
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Created: Tue, 21 Aug 2012, 09:09:35 EST by Claire Backhouse on behalf of School of Education