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Brief Report: A Comparison of Symbol-Precedence View in Investigative and Conventional Textbooks Used in Algebra Courses

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Title: Brief Report: A Comparison of Symbol-Precedence View in Investigative and Conventional Textbooks Used in Algebra Courses
Language: English
Authors: Sherman, Milan F., Walkington, Candace, Howell, Elizabeth
Source: Journal for Research in Mathematics Education. Mar 2016 47(2):134-146.
Availability: National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191. Tel: 800-235-7566; Tel: 703-620-9840; Fax: 703-476-2570; e-mail: NCTM@nctm.org; Web site: http://www.nctm.org/publications/journal-for-research-in-mathematics-education/
Peer Reviewed: Y
Page Count: 13
Publication Date: 2016
Document Type: Journal Articles
Reports - Research
Descriptors: Comparative Analysis, Textbooks, Algebra, Mathematics, Mathematics Instruction, Educational Change, Mathematical Formulas, Equations (Mathematics), Epistemology, Symbols (Mathematics), Mathematics Achievement, Academic Achievement, Instructional Materials
DOI: 10.5951/jresematheduc.47.2.0134
ISSN: 0021-8251
Abstract: Recent reform movements have emphasized students making meaning of algebraic relationships; however, research on student thinking and learning often remains disconnected from the design of widely used curricular materials. Although a previous examination of algebra textbooks (Nathan, Long, & Alibali, 2002) demonstrated a preference for a symbols-first approach, research has demonstrated that Algebra I students' performance on verbally presented problems is better than on symbolic equations, consistent with cognitive theories suggesting the value of concreteness fading. The present study investigates whether current textbooks used in Algebra I courses demonstrate a formalisms-first approach using five different analyses. Results show that despite nearly 2 decades of research on student learning, the conventional textbooks used in most classrooms have been resistant to change and emphasize manipulation with symbols prior to making sense of verbal scenarios.
Abstractor: As Provided
Entry Date: 2016
Accession Number: EJ1093707
Database: ERIC
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  Data: Brief Report: A Comparison of Symbol-Precedence View in Investigative and Conventional Textbooks Used in Algebra Courses
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  Data: <searchLink fieldCode="SO" term="%22Journal+for+Research+in+Mathematics+Education%22"><i>Journal for Research in Mathematics Education</i></searchLink>. Mar 2016 47(2):134-146.
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  Data: National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191. Tel: 800-235-7566; Tel: 703-620-9840; Fax: 703-476-2570; e-mail: NCTM@nctm.org; Web site: http://www.nctm.org/publications/journal-for-research-in-mathematics-education/
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  Data: Recent reform movements have emphasized students making meaning of algebraic relationships; however, research on student thinking and learning often remains disconnected from the design of widely used curricular materials. Although a previous examination of algebra textbooks (Nathan, Long, & Alibali, 2002) demonstrated a preference for a symbols-first approach, research has demonstrated that Algebra I students' performance on verbally presented problems is better than on symbolic equations, consistent with cognitive theories suggesting the value of concreteness fading. The present study investigates whether current textbooks used in Algebra I courses demonstrate a formalisms-first approach using five different analyses. Results show that despite nearly 2 decades of research on student learning, the conventional textbooks used in most classrooms have been resistant to change and emphasize manipulation with symbols prior to making sense of verbal scenarios.
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