Math and Math-in-School: Changes in the Treatment of the Function Concept in Twentieth Century Secondary Algebra Textbooks

dc.contributor.advisorChazan, Danielen_US
dc.contributor.authorCochran, Kyle Matthewen_US
dc.contributor.departmentCurriculum and Instructionen_US
dc.contributor.publisherDigital Repository at the University of Marylanden_US
dc.contributor.publisherUniversity of Maryland (College Park, Md.)en_US
dc.date.accessioned2008-06-20T05:39:03Z
dc.date.available2008-06-20T05:39:03Z
dc.date.issued2008-05-05en_US
dc.description.abstractThe exercises found in the chapters on function in five American textbooks (each taken from different twenty-year spans of the twentieth century) were analyzed using Mesa's (2000) coding scheme. Problems were analyzed based on the <em>context</em>, the <em>operations</em> needed to solve the problem, the <em>representations</em> used, and the <em>control structures</em> (or checks) available to the students. This analysis allowed for the identification of trends across time. These trends were compared to trends in the concept of function in the mathematics discipline and trends in recommendations for mathematics education. This analysis was undertaken to address three basic research questions. First, is there evidence of change in the treatment of function in school algebra across time? Second, how do any changes that exist in the texts correlate with recommendations for mathematics education? And third, how do changes in the texts correlate with the developments of the function concept in the mathematics discipline?en_US
dc.format.extent497976 bytes
dc.format.mimetypeapplication/pdf
dc.identifier.urihttp://hdl.handle.net/1903/8235
dc.language.isoen_US
dc.subject.pqcontrolledEducation, Mathematicsen_US
dc.subject.pquncontrolledHistoryen_US
dc.subject.pquncontrolledTextbook Analysisen_US
dc.titleMath and Math-in-School: Changes in the Treatment of the Function Concept in Twentieth Century Secondary Algebra Textbooksen_US
dc.typeThesisen_US

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