An analysis of examples in college

algebra textbooks:
Opportunities for student learning

Heejoo Suh (suhhj@umich.edu)

Vilma Mesa (vmesa@umich.edu)
Tyler Blake (tyblake@umich.edu)
Tim Whittemore (timwhitt@umich.edu)
MichMATYC, Muskegon MI - October 16, 2010
Improving practice:
The Implementation Cycle

(Blair, 2006, p. 15)

Exposition – Examples – Exercises

(Angel, 2008, p. 698, p. 704)

Sampling

•  Identify community colleges with large

population
•  Find college algebra textbooks
•  Analyze examples in three sections:
transformation of graphs, exponential
functions, and logarithmic functions
Aspects of Examples

(angel, 2008, p. 698)

Coding Dimensions
Cognitive
Demand

Supporting Types
the Example of
Answer Response

Types
of
Representation
Cognitive Demand

Level of complexity of tasks (statement)

•  Memorization
•  Procedures Without Connections
•  Procedures With Connections
•  Doing Mathematics

(Stein, Smith, Henningsen, & Silver, 2000)

CD: Memorization

(McKeague, 2008, p. 34)

CD: Procedures without Connections

(Aufmann, Barker, & Nation, 2011, p. 347)

CD: Procedures with Connections

(Hornsby, Lial , & Rockswold, 2011, p. 110)

CD: Doing Mathematics

(Rockswold, 2006, pp. 411-412)

 Cognitive Demand (N = 348)
100%
90%
90%
80%
70%
60%
50%
40%
30%
20%
10%
10%
0% 1%
0%
Memorization Procedures Procedures With Doing
Without Connections Mathematics
Connections
Types of Response

Types of solutions expected (statement)

•  Only answer
•  Answer and Mathematical Sentence
•  Answer and Graph
•  Explanation or Justification
•  Making a Choice

(Charalambous, Delaney, Hsu, & Mesa, 2010)

TR: Only Answer

(Levitan et al., 2008, p. 375)

TR: Mathematical Sentence

(Blitzer, 2007, p. 413)

TR: Graph

(Martin-Gay, 2009, p. 735)

TR: Explanation or Justification

(Levitan et al., 2008, pp. 367-368)

TR: Making a Choice

(McCallum, Connally, Hughes-Hallett et al., 2010, p. 319)

 Types of Response (N = 348)
100%
90%
80%
70%
60% 51%
50%
40%
29%
30%
20% 15%
10% 6%
2%
0%
Only Answer Answer and Answer and Explanation or Making a
Mathematical Graph Justification Choice
Sentence
Types of Representation

Representations used (statement, solution)

•  Symbols
•  Tables
•  Graphs
•  Numbers
•  Verbal
Types of Representation
Numbers

Verbal

Tables

Graphs

Symbols

(Hornsby et al., 2011, p. 338)

Types of Representation (N=348)
100%
90%
80% 73% 71%
70%
60%
50% 42%
40% 37%
31%
30%
20%
20% 12% 10% 9%
10% 5%
0%
Symbols
symbols Tables
tables Graphs
graphs Numbers
numbers Verbal
verbal

In theofStatement
Types representation (in the statement)
Usedof
Types inrepresentation
the Solution (of the answer)
Flow of Representation

From Statement to Solution:

•  Single to Single
•  Multiple to Single
•  Single to Multiple
•  Multiple to Multiple
Types of Flows

Number

Number

(Levitan, Kolman, & Shapiro, 2008, p. 179 & p. 373)

Types of Flows

Graph

Symbol

(Levitan, Kolman, & Shapiro, 2008, p. 179 & p. 373)

Number
 Distribution of Flow (N = 348)
100%
90%
80%
70%
60%
50% 43%
40%
29%
30%
20% 17%
12%
10%
0%
Single to Single Multiple to Single to Multiple to
Single Multiple Multiple
Supporting the Answer

Explicitly stated strategies (solution)

•  Suggestion to Check
•  Correctness
•  Plausibility
•  Interpretation
•  Further Elaboration

(Mesa, 2010)
SA: Suggestion to Check

(Martin-Gay, 2009, p. 725)

SA: Correctness

(Sullivan, 2008, pp. 443-444)

SA: Plausibility

This translates to around

200 mph—possible for an
old-fashioned cannon.

(Ostebee, & Zorn, 2002, p. 127)

SA: Interpretation

Around the height of the

tallest human-built structure

(Ostebee & Zorn, 2002, p. 127)

SA: Further Elaboration

(Aufmann et al., 2011, p.364)

Supporting the Answer (N = 348)
100%
90%
80%
70%
60%
50%
40%
30%
20%
9% 9%
10%
2%
0% 0%
0%
Suggestion to Correctness Plausibility Interpretation Further
Check Elaboration
Summary
•  Cognitive Demand
•  Few examples make high cognitive demands
•  Types of Response
•  Few examples require more than answers
•  Types of Representation
•  Few examples present connections between types
of representations
•  Supporting the Answer
•  Few examples help students build understanding
Implications for Practice
 Cognitive Demand (N = 348)
100%
90%
90%
80%
70%
60%
50% More demanding problems
40%
30%
20%
10%
10%
0% 1%
0%
Memorization Procedures Procedures With Doing
Without Connections Mathematics
Connections
 Types of Response (N = 348)
100%
90%
80%
70%
60% 51%
50%
40%
More explanation
30%
20%
and justification
15%
29%
problems
10% 6%
2%
0%
Only Answer Answer and Answer and Explanation or Making a
Mathematical Graph Justification Choice
Sentence
Types of Representation (N=348)
100%
90%
80% 73% 71%
70%
60%
50% Use42%multiple representations
40% 37%
31%
30%
20%
20% 12% 10% 9%
10% 5%
0%
Symbols
symbols Tables
tables Graphs
graphs Numbers
numbers Verbal
verbal

In theofStatement
Types representation (in the statement)
Usedof
Types inrepresentation
the Solution (of the answer)
Supporting the Answer (N = 348)
100%
90%
80%
70%

Demonstrate supports
60%
50%
40%
30%
20%
9% 9%
10%
2%
0% 0%
0%
Suggestion to Correctness Plausibility Interpretation Further
Check Elaboration
Adapting the textbook

(Hornsby et al., 2011, p. 335)

References
Angel, A. R. (2008). Elementary and intermediate algebra. NJ: Pearson Prentice Hall.

Aufmann, R. N., Barker, V. C., & Nation, R. D. (2011). College algebra. Belmont, CA: Brooks/Cole.

Blair, R. (Ed.) (2006). Beyond crossroads: Implementing mathematics standards in the first two years of college. Memphis, Tennessee:
American Mathematical Association of Two-Year Colleges.

Blitzer, R. (2007). College algebra. Upper Saddle River, NJ: Pearson Prentice Hall.

Charalambous, C., Delaney, S., Hsu, A., & Mesa, V. (2010). The addition and subtraction of fractions in the textbooks of three
countries: A comparative analysis. Mathematical Thinking and Learning, 12(2), 117-151.

Hornsby, J., Lial, M., & Rockswold, G. (2011). A graphical approach to college algebra. Boston: Pearson Education.

Levitan, M., Kolman, B., & Shapiro, A. (2008). College algebra. Redding, CA: Best Value Textbooks Publishing.

McCallum, W. G., Hughes-Hallett, D., Davidian, A., Lovelock, D., & Shure, P. (2010). Algebra: Form and function. NJ: John Wiley &
Sons.

McKeague, C. P. (2008). Intermediate algebra: Washtenaw community college edition. OH: Thompson.

Martin-Gay, E. (2009). Beginning & intermediate algebra. Upper Saddle River, NJ: Pearson Prentice Hall.

Mesa, V. (2010). Strategies for controlling the work in mathematics textbooks for introductory calculus. Research in Collegiate
Mathematics Education, 16, 235-265.

Ostebee, A., & Zorn, P. (2002). Single variable calculus from graphical, numerical, and symbolic points of view. United States:
Thomson Learning.

Rockswold, G. (2006). College algebra with modeling and visualization. Boston: Pearson Education.

Stein, M. K., Smith, M. S., Henningsen, M., & Silver, E. A. (2000). Implementing standards-based mathematics I nstruction. New York:
Teachers College Press.

Sullivan, M. (2008). College algebra. Upper Saddle River, NJ: Pearson Prentice Hall.
Thanks

• The Teaching Mathematics in Community

Colleges Research Group @ U-M
• Supported in part by NSF CAREER award
DRL 0745474. Any opinions, findings, and
conclusions or recommendations expressed
in this presentation are those of the authors
and do not necessarily reflect the views of the
National Science Foundation