Examples in College Algebra Textbooks: Opportunities for Students’ Learning

Examples in College Algebra Textbooks: Opportunities for Students’ Learning
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大学代数教科书中的例子：学生学习的机会

DOI：
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发表时间：
2012
期刊：
影响因子：
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通讯作者：
T. Whittemore
T. Whittemore
中科院分区：
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文献类型：
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作者：
V. Mesa;Heejoo Suh;Tyler Blake;T. Whittemore

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摘要本文分析了10本社区大学或四年制大学代数教科书中例题的几个特点。我们沿着沿着四个维度分析了这些例子：认知需求、期望的反应、表征的使用以及可用于验证解决方案正确性的策略。我们发现，教科书，独立的类型的机构中，他们被使用，目前的例子，具有较低的认知要求，期望单一的数字答案，强调符号和数字表示，并给出很少的策略来验证解决方案的正确性。我们讨论了这些研究结果的教学和进一步的研究的影响。
Abstract We present an analysis of several characteristics of examples in 10 college algebra textbooks used in community colleges or 4-year institutions. We analyzed the examples along four dimensions: cognitive demand, the responses expected, the use of representations, and the strategies available for verifying the correctness of the solutions. We found that textbooks, independent of the type of institution in which they are used, present examples that have low cognitive demands, expect single numeric answers, emphasize symbolic and numerical representations, and give very few strategies for verifying correctness of the solutions. We discuss the implications of these findings for teaching and further research.