Brief Report: A Comparison of Symbol-Precedence View in Investigative and Conventional Textbooks Used in Algebra Courses
The present study investigates whether current textbooks used in Algebra I courses demonstrate a formalisms-first approach using 5 different analyses. Results show that despite nearly 2 decades of research on student learning, the conventional textbooks used in most classrooms have been resistant to change and emphasize manipulation with symbols prior to making sense of verbal scenarios.
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