The Story of Definite Integrals: A Calculus Textbook Narrative Analysis
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| Title: | The Story of Definite Integrals: A Calculus Textbook Narrative Analysis |
|---|---|
| Authors: | Amanda Huffman Hayes (ORCID |
| Source: | International Journal of Education in Mathematics, Science and Technology. 2024 12(1):139-177. |
| Availability: | International Journal of Education in Mathematics, Science and Technology. Necmettin Erbakan University, Ahmet Kelesoglu Education Faculty, Meram, Konya, 42090, Turkey. e-mail: ijermst@gmail.com; Web site: https://www.ijemst.net/index.php/ijemst/index |
| Peer Reviewed: | Y |
| Page Count: | 40 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Evaluative |
| Education Level: | Secondary Education |
| Descriptors: | Calculus, Mathematics Instruction, Teaching Methods, Textbooks, Content Analysis, Learning Processes, Mathematics Curriculum, Textbook Selection, Secondary School Teachers, Mathematics Teachers |
| ISSN: | 2147-611X |
| Abstract: | There is a plethora of textbooks to choose from. While most textbooks contain the same content, teachers need to understand the textbook they have chosen to support their students' learning, as textbooks can significantly impact student learning and teacher instruction. When searching for a way to understand the various textbooks, my research question became, How do calculus textbooks tell the story of definite integrals? My research is in response to the never-ending search for how teachers can select and use their resources. Also, this study contributes to understanding the relationships between stories and knowledge construction using Dietiker's (2015) narrative framework to analyze the written calculus curriculum. I wrote the specific stories of introducing the definite integral as told by five calculus textbooks. Analyzing how the stories developed disclosed the similarities and differences among the texts in teaching definite integrals. The analysis also revealed a variety of avenues to introduce and teach definite integrals, including a focus on the area under the curve, Riemann sums, or the Fundamental Theorem of Calculus, and some implications to the context of physics related to these avenues. These insights provide teachers with a deeper understanding of textbook lessons and the variances that can potentially alter student learning. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1408661 |
| Database: | ERIC |
| FullText | Text: Availability: 0 CustomLinks: – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1408661 Name: ERIC Full Text Category: fullText Text: Full Text from ERIC |
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| Items | – Name: Title Label: Title Group: Ti Data: The Story of Definite Integrals: A Calculus Textbook Narrative Analysis – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Amanda+Huffman+Hayes%22">Amanda Huffman Hayes</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-0529-5373">0000-0003-0529-5373</externalLink>) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Education+in+Mathematics%2C+Science+and+Technology%22"><i>International Journal of Education in Mathematics, Science and Technology</i></searchLink>. 2024 12(1):139-177. – Name: Avail Label: Availability Group: Avail Data: International Journal of Education in Mathematics, Science and Technology. Necmettin Erbakan University, Ahmet Kelesoglu Education Faculty, Meram, Konya, 42090, Turkey. e-mail: ijermst@gmail.com; Web site: https://www.ijemst.net/index.php/ijemst/index – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: Y – Name: Pages Label: Page Count Group: Src Data: 40 – Name: DatePubCY Label: Publication Date Group: Date Data: 2024 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Journal Articles<br />Reports - Evaluative – Name: Audience Label: Education Level Group: Audnce Data: <searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink> – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Calculus%22">Calculus</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Instruction%22">Mathematics Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Textbooks%22">Textbooks</searchLink><br /><searchLink fieldCode="DE" term="%22Content+Analysis%22">Content Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Processes%22">Learning Processes</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Curriculum%22">Mathematics Curriculum</searchLink><br /><searchLink fieldCode="DE" term="%22Textbook+Selection%22">Textbook Selection</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Teachers%22">Secondary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Teachers%22">Mathematics Teachers</searchLink> – Name: ISSN Label: ISSN Group: ISSN Data: 2147-611X – Name: Abstract Label: Abstract Group: Ab Data: There is a plethora of textbooks to choose from. While most textbooks contain the same content, teachers need to understand the textbook they have chosen to support their students' learning, as textbooks can significantly impact student learning and teacher instruction. When searching for a way to understand the various textbooks, my research question became, How do calculus textbooks tell the story of definite integrals? My research is in response to the never-ending search for how teachers can select and use their resources. Also, this study contributes to understanding the relationships between stories and knowledge construction using Dietiker's (2015) narrative framework to analyze the written calculus curriculum. I wrote the specific stories of introducing the definite integral as told by five calculus textbooks. Analyzing how the stories developed disclosed the similarities and differences among the texts in teaching definite integrals. The analysis also revealed a variety of avenues to introduce and teach definite integrals, including a focus on the area under the curve, Riemann sums, or the Fundamental Theorem of Calculus, and some implications to the context of physics related to these avenues. These insights provide teachers with a deeper understanding of textbook lessons and the variances that can potentially alter student learning. – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: DateEntry Label: Entry Date Group: Date Data: 2024 – Name: AN Label: Accession Number Group: ID Data: EJ1408661 |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1408661 |
| RecordInfo | BibRecord: BibEntity: PhysicalDescription: Pagination: PageCount: 40 StartPage: 139 Subjects: – SubjectFull: Calculus Type: general – SubjectFull: Mathematics Instruction Type: general – SubjectFull: Teaching Methods Type: general – SubjectFull: Textbooks Type: general – SubjectFull: Content Analysis Type: general – SubjectFull: Learning Processes Type: general – SubjectFull: Mathematics Curriculum Type: general – SubjectFull: Textbook Selection Type: general – SubjectFull: Secondary School Teachers Type: general – SubjectFull: Mathematics Teachers Type: general Titles: – TitleFull: The Story of Definite Integrals: A Calculus Textbook Narrative Analysis Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Amanda Huffman Hayes IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Type: published Y: 2024 Identifiers: – Type: issn-electronic Value: 2147-611X Numbering: – Type: volume Value: 12 – Type: issue Value: 1 Titles: – TitleFull: International Journal of Education in Mathematics, Science and Technology Type: main |
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