東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Proportionality in middle-school mat...

Johnson, Gwendolyn Joy.

Linked to FindBook

Google Book

Amazon

博客來

Proportionality in middle-school mathematics textbooks.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Proportionality in middle-school mathematics textbooks./
Author:	Johnson, Gwendolyn Joy.
Description:	281 p.
Notes:	Source: Dissertation Abstracts International, Volume: 71-11, Section: A, page: .
Contained By:	Dissertation Abstracts International71-11A.
Subject:	Education, Mathematics. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3425633
ISBN:	9781124269122

Proportionality in middle-school mathematics textbooks.
Johnson, Gwendolyn Joy.

Proportionality in middle-school mathematics textbooks. - 281 p.

Source: Dissertation Abstracts International, Volume: 71-11, Section: A, page: .

Thesis (Ph.D.)--University of South Florida, 2010.

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.

ISBN: 9781124269122Subjects--Topical Terms:

1017588
Education, Mathematics.

Proportionality in middle-school mathematics textbooks.
LDR:03396nam 2200349 4500 001 1394795
005 20110429093312.5
008 130515s2010 ||||||||||||||||| ||eng d
020 $a 9781124269122
035 $a (UMI)AAI3425633
035 $a AAI3425633
040 $a UMI $c UMI
100 1 $a Johnson, Gwendolyn Joy. $3 1673444
245 1 0 $a Proportionality in middle-school mathematics textbooks.
300 $a 281 p.
500 $a Source: Dissertation Abstracts International, Volume: 71-11, Section: A, page: .
500 $a Adviser: Denisse R. Thompson.
502 $a Thesis (Ph.D.)--University of South Florida, 2010.
520 $a 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.
520 $a 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.
520 $a 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.
520 $a 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.
520 $a 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.
520 $a 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.
590 $a School code: 0206.
650 4 $a Education, Mathematics. $3 1017588
650 4 $a Education, Middle School. $3 1030813
650 4 $a Education, Curriculum and Instruction. $3 576301
690 $a 0280
690 $a 0450
690 $a 0727
710 2 $a University of South Florida. $3 1020446
773 0 $t Dissertation Abstracts International $g 71-11A.
790 1 0 $a Thompson, Denisse R., $e advisor
790 $a 0206
791 $a Ph.D.
792 $a 2010
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3425633