Statistical Content in Middle Grades Mathematics Textbooks
Maria Consuelo (Suzie) Capiral Pickle
Abstract
This study analyzed the treatment and scope of
statistical concepts in four, widely-used, contemporary, middle
grades mathematics textbook series: Glencoe Math Connects,
Prentice Hall Mathematics, Connected Mathematics Project, and
University of Chicago School Mathematics Project. There were
three phases for the data analysis. Phase 1 addressed the location
and sequence of the statistical concepts. Phase 2 focused upon an
examination of the lesson narrative, its components and scope.
Phase 3 analyzed the level of cognitive demand required of the
students to complete the exercises, and the total number of
exercises per statistical concept. These three phases taken
together provided insight into students' potential opportunity to learn
statistical topics found in middle grades mathematics textbooks.
Results showed that concepts, such as measures of central
tendency, were repeated in several grades while other topics such
as circle graphs were presented earlier than the recommendations
in documents such as the National Council of Teachers of
Mathematics Principles and Standards (2000) and the Common
Core State Standards (2010). Further results showed that most of
the statistical content was found in a chapter near the end of the
book that would likely not be covered should time run short. Also,
each textbook had a particular lesson narrative style. Moreover,
most of the statistical exercises required low level cognitive
demand of the students to complete the exercises, potentially
hindering the development of deep understanding of the concepts.
| Identifer | oai:union.ndltd.org:USF/oai:scholarcommons.usf.edu:etd-5399 |
| Date | 01 January 2012 |
| Creators | Pickle, Maria Consuelo (suzie) Capiral |
| Publisher | Scholar Commons |
| Source Sets | University of South Flordia |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | Graduate School Theses and Dissertations |
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