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.
This article is available to members of NCTM who subscribe to
Journal for Research in Mathematics Education. Don't miss outjoin now or upgrade your membership. You may also purchase this article now for online access.
Write for JRMESubmit Manuscripts Review for JRME