Pitfalls in Graphical Computation, or Why a Single Graph Isn't Enough

Demana, Franklin; Waits, Bert K.

doi:10.1080/07468342.1988.11973112

Cited by 12 publications

(4 citation statements)

References 1 publication

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“…Ryan et al (1993) interestingly contained no instances of men in STEM careers. On the other hand, Demana et al (2019) had twice as many men than women in STEM careers (and we find it curious that this is the newest book in the sample). As mentioned, Demana et al (2003) have equal representation of women and men in STEM careers.…”

Section: Resultsmentioning

confidence: 52%

“…Three textbooks had a higher percentage of women than men (Demana et al, 2003, 2019; Ryan et al, 1993) with percentages of 53.33%, 55.56%, and 62.50%, respectively. Note that two of these are two different editions of the same book.…”

Section: Resultsmentioning

confidence: 99%

“…The first author (who conducted pilot research on one book) trained the second author in the use of the coding scheme described above by reviewing the flowchart of codes, codebook, and discussing textbook exercises together. To establish interrater reliability, the first and second authors selected a textbook (Demana et al, 2019) and a chapter (Chapter 4 Trigonometric Functions). In the first round, the authors worked together to code every fifth exercise in each subsection of the chapter starting with exercise 1 (exercises 1, 6, 11, 16, …).…”

Section: Methodsmentioning

confidence: 99%

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An examination of the human presence in precalculus textbooks: What are we communicating to students about who uses mathematics and how?

Marzocchi

Martinez

Truong

2023

School Sci & Mathematics

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Women and people of color continue to be underrepresented in science, technology, engineering, and mathematics (STEM), even while STEM fields are faced with recruitment issues and shortages of workers. Mathematics textbooks may be complicit in this issue, with past research indicating that textbooks are not fairly representing women and people of color. Even in instances when representation appears equal, further inspection indicates that men and white characters are given more meaningful and scientific roles in textbooks. Our study investigated the 15 precalculus honors textbooks used in public schools across a county to determine the message that is communicated to potential STEM majors about who uses mathematics and how. To do so, we identified the presence of context, human presence, genders, names, and hobbies/occupations within the textbook exercises. Our study reveals an overall low proportion of real‐life contexts, of humans in general, of women and of gender non‐binary characters, and of STEM careers. Examples of women in STEM careers are strikingly low. To improve recruitment of students to STEM careers, in general, as well as recruitment of marginalized populations, in particular, we must improve representation such that all students are able to see themselves in mathematics and their textbooks.

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Section: Resultsmentioning

confidence: 52%

Section: Resultsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

See 1 more Smart Citation

An examination of the human presence in precalculus textbooks: What are we communicating to students about who uses mathematics and how?

Marzocchi

Martinez

Truong

2023

School Sci & Mathematics

View full text Add to dashboard Cite

show abstract

“…Instructors should be aware that testing with technology often changes the difficulty level and accessibility of assessment items [1,3]. Questions must be adjusted to reflect the capabilities of available technology; otherwise, we run the risk of failing to differentiate achievement levels or assess understanding of mathematical concepts adequately.…”

Section: Assessmentmentioning

confidence: 99%

Preparing Mathematics Teachers for Technology-Rich Environments

Sturdivant¹,

Dunham²,

Jardine³

2009

PRIMUS

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This article describes key elements for faculty development programs to prepare mathematics teachers for technology-rich environments. We offer practical examples from our experiences in teaching mathematics with technology and in teaching others to incorporate technology-based pedagogies. We address challenges faced by faculty using technology, offer suggestions for successful faculty development programs, and provide a list of resources for technology-based teaching.

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Software Tools and Mathematics Education: The Case of Statistics

Biehler

1993

Learning From Computers: Mathematics Education and Technology

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Pitfalls in Graphical Computation, or Why a Single Graph Isn't Enough

Cited by 12 publications

References 1 publication

An examination of the human presence in precalculus textbooks: What are we communicating to students about who uses mathematics and how?

An examination of the human presence in precalculus textbooks: What are we communicating to students about who uses mathematics and how?

Preparing Mathematics Teachers for Technology-Rich Environments

Software Tools and Mathematics Education: The Case of Statistics

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