Assessing the potential of mathematics textbooks to promote deep learning

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

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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.

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2 citations in Scopus
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8 citations in Web of Science®

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ID Code: 59501
Item Type: Journal Article
Refereed: Yes
Keywords: textbooks, proportion, structure and ubderstanding
DOI: 10.1007/s10649-012-9415-9
ISSN: 1573-0816
Divisions: Current > Research Centres > Office of Education Research
Current > Schools > School of Curriculum
Current > QUT Faculties and Divisions > Faculty of Education
Deposited On: 01 May 2013 01:54
Last Modified: 01 May 2013 01:54

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