Characterizing Practices Associated with Functions in Middle School Textbooks: An Empirical Approach

By V. Mesa. 2004

112 citations recorded by the source corpus.

Subfields: Education, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/9898b1778a378771c4bbff89be27608beb31b271

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

In Sociology and Political Science

Citations in the corpus

Covariation between variables in a modelling process: The ACODESA (collaborative learning, scientific debate and self-reflection) method (2015, background): “…representations - focusing on the concept of function (e.g. Bloch, 2003; Breidenbach et al., 1992; Carlson, 1998; Harel & Dubinsky, 1992; Hitt, 1994; Mesa, 2004; Trigueros & Martínez-Planell, 2010), - focusing on the concept of covariation between variables (e.g. Carlson 2002; Carlson et al.,…”
How reform curricula in the USA and Korea present multiplication and division of fractions (2010, background): “, 1988), multiplication and division of whole numbers (Watanabe, 2003), decimals (Nicely, Fiber & Bobango, 1986), addition and subtraction of integers (Li, 2002), functions (Mesa, 2004), and complex numbers (Nicely, 1985).”
A Comparative Analysis of the Addition and Subtraction of Fractions in Textbooks from Three Countries (2010, methodology): “A more moderate viewpoint posits that textbooks afford probabilistic rather than deterministic opportunities to learn mathematics (Mesa, 2004; Valverde, Bianchi, Wolfe, Schmidt, & Houang 2002).”
Relations Between Secondary Pupils’ Conceptions About Functions and Problem Solving in Different Representations (2007, methodology): “An explanation for both types of compartmentalization can be given by the different didactical approaches, included in the curricula and implemented by the teachers (Mesa, 2004), each of which emphasizes distinct aspects of the understanding of function.”
Opportunities to Learn Reasoning and Proof in High School Mathematics Textbooks (2012, background): “In contrast, other researchers focus mainly on the activities or problems (e.g., Fuson, Stigler, & Bartsch, 1988; Jones & Tarr, 2007; Li, 2000; Mesa, 2004).”
The Semiotic Structure of Geometry Diagrams: How Textbook Diagrams Convey Meaning (2015, background): “The diagrams in geometry textbooks published at different times are thus partial records of the intended curriculum (Mesa, 2004) that provide a “critical link between the intended and attained curriculum” (Thompson, Senk, & Johnson, 2012, p. 254).”
Textbook mediation of teaching: an example from tertiary mathematics instructors (2012, background): “Under this paradigm, textbooks are seen as “intermediaries in turning intentions, aims, and goals, into implementations” (Schmidt, McKnight, Valverde, Houang, & Wiley, 1996), thus affording probabilistic rather than deterministic opportunities to learn mathematics ( Mesa, 2004; Valverde, Bianchi, W”