NotesFAQContact Us
Collection
Advanced
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1397811
Record Type: Journal
Publication Date: 2023
Pages: 19
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1947-7503
EISSN: EISSN-2472-7466
A Content Analysis of Tasks Involving Two-Dimensional Cartesian Graphs in Grade 6-8 U. S. Textbooks
Lee, Hwa Young; Guajardo, Lino
Investigations in Mathematics Learning, v15 n3 p222-240 2023
Understanding and supporting students' development of graph literacy is important. We studied how aspects of graph literacy might be supported (or hindered) in middle school by analyzing the content in textbooks. Specifically, we conducted a content analysis of tasks involving two-dimensional Cartesian graphs presented in grade 6-8 US textbooks. Three elements were analyzed: the type of activity involved in graphing, the nature of the graph, and the relevant mathematical topic. We first present three illustrative tasks to demonstrate how we made sense of these three elements with graphing tasks. Second, we present the frequency of different types of coordinate system activity, graph activity, and coordinate system types involved in textbook tasks and how they change across grade level and mathematical domain. Our findings reveal varying levels of exposure to different graphing elements students might encounter through textbooks. We discuss implications of our findings on research, teaching, and curriculum development.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Information Analyses; Reports - Research
Education Level: Elementary Education; Grade 6; Intermediate Grades; Middle Schools; Grade 7; Junior High Schools; Secondary Education; Grade 8
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Texas
Grant or Contract Numbers: N/A