Analysis of the role of the calculator in Brazilian textbooks

Two novel approaches to the content analysis of school mathematics textbooks

“…In conventional content analyses, visual presentations of distributions along timelines are rare, despite their being implicated in the identification of causal relationships (Cohen, Manion, and Morrison 2007;Wilkinson and Friendly 2009). Where concessions to such presentations are made, they typically arise in the context of textbooks analysed across school years and the results displayed in a table (Borba and Selva 2013) or some form of graphical diagram (Ding 2016;Huntley and Terrell 2014). In fact, the tables in Borba and Selva (2013) and the diagrams in Ding (2016) are special cases of the moving averages diagram with non-overlapping windows, whose widths are chapters, booklets or parts of textbooks-series.…”

“…Where concessions to such presentations are made, they typically arise in the context of textbooks analysed across school years and the results displayed in a table (Borba and Selva 2013) or some form of graphical diagram (Ding 2016;Huntley and Terrell 2014). In fact, the tables in Borba and Selva (2013) and the diagrams in Ding (2016) are special cases of the moving averages diagram with non-overlapping windows, whose widths are chapters, booklets or parts of textbooks-series. Also, the diagram in Huntley and Terrell (2014) is a special case of a moving average with window width being single units of analysis.…”

“…For example, some have identified, in the sequence of all tasks, the absolute position of the first task of interest (Fujita 2001) or the proportion of a textbook covered before such occurrences (Alajmi 2012; Li, Chen, and An 2009). Others, particularly those involving analyses of textbook series that cross grade boundaries, have examined the percentages of tasks focused on the topic of interest across such series (Borba and Selva 2013;Ding 2016). Still, such approaches are limited in their offering little beyond the location of the first occurrence of a task or the overall proportion of such tasks within a book.…”

Opportunities to learn foundational number sense in three Swedish year one textbooks: implications for the importation of overseas-authored materials

“…Importantly, the process yielded data that facilitated a meaningful comparison of the three textbooks. With respect to textbook analyses, many researchers have incorporated some form of frequency analysis (Borba & Selva, 2013), with others additionally comparing the proportions of the tasks under scrutiny (Ding & Li, 2010) and even presenting them graphically as proportions per semester (Ding, 2016). Other frequency analysis studies have gone a step further by employing statistical tests to determine the significance of any differences (Löwenhielm et al, 2017).…”