How an inquiry-oriented textbook shaped a calculus instructor’s planning

Liakos, Yannis; Gerami, Saba; Mesa, Vilma; Judson, Thomas W.; Ma, Yue

doi:10.1080/0020739x.2021.1961171

Cited by 4 publications

(2 citation statements)

References 21 publications

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“…According to Ball and Cohen (1996), there is a close relationship between mathematics textbooks and teachers' practice. While teachers rely on their professional experiences and beliefs to interpret the content within a textbook (Liakos et al, 2021), they still look to textbooks as a "dialogic partner" (Dietiker et al, 2018, p. 522) that contains vital material to be used in the classroom. Liakos et al (2021) conducted a qualitative study of the curriculum planning activities of a seasoned teacher who switched from teaching calculus with a traditional approach to teaching reform-based calculus.…”

Section: Relationships Between Mathematics Textbooks and Teachersmentioning

confidence: 99%

“…While teachers rely on their professional experiences and beliefs to interpret the content within a textbook (Liakos et al, 2021), they still look to textbooks as a "dialogic partner" (Dietiker et al, 2018, p. 522) that contains vital material to be used in the classroom. Liakos et al (2021) conducted a qualitative study of the curriculum planning activities of a seasoned teacher who switched from teaching calculus with a traditional approach to teaching reform-based calculus. Observing the teacher using the textbook extensively in his planning and adding his own related materials, they concluded that the textbook significantly influenced his teaching.…”

Section: Relationships Between Mathematics Textbooks and Teachersmentioning

confidence: 99%

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How Much Reform?

Pogorelova

2022

JMETC

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Though the curriculum reform movement that began in 1989 has had a significant impact on calculus pedagogy and content (Windham, 2008), the question remains to what extent reform-based calculus textbooks reflect these reforms. This paper explores this question by analyzing the mathematical content and pedagogical approach of the chapter on functions in Hughes-Hallett et al.’s (2018) reform-based college textbook Calculus: Single and Multivariable (CS&M). To conduct this analysis, the paper first synthesizes Hwang et al.’s (2021) framework for analyzing mathematics textbooks along with Sood and Jitendra’s (2007) framework for comparing traditional and reform-based mathematics textbooks. The paper then applies the synthesized frameworks to identify elements of reform from the big ideas, contextual features, mediated scaffolding, problem solving activities, and STEM integration found in the CS&M chapter. The results suggest that, although the chapter integrates many reform-based principles, there may be scope for further integration. Such efforts, however, may be constrained by influential stakeholders.

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Section: Relationships Between Mathematics Textbooks and Teachersmentioning

confidence: 99%

Section: Relationships Between Mathematics Textbooks and Teachersmentioning

confidence: 99%