Journal article
Assessing the potential of mathematics textbooks to promote deep learning
Educational Studies in Mathematics, Vol.82(2), pp.183-199
2013
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.
Details
- Title
- Assessing the potential of mathematics textbooks to promote deep learning
- Authors
- Malcolm Shield (Author) - Queensland University of TechnologyShelley Dole (Author) - University of Queensland
- Publication details
- Educational Studies in Mathematics, Vol.82(2), pp.183-199
- Publisher
- Springer Netherlands
- Date published
- 2013
- DOI
- 10.1007/s10649-012-9415-9
- ISSN
- 0013-1954
- Organisation Unit
- School of Education - Legacy; Indigenous and Transcultural Research Centre; School of Education and Tertiary Access; University of the Sunshine Coast, Queensland
- Language
- English
- Record Identifier
- 99450054802621
- Output Type
- Journal article
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