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The use of evidence based research on mathematics textbooks to increase student conceptual understanding

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dc.contributor.authorO'Keeffe, L.
dc.contributor.authorO'Donoghue, J.
dc.date.issued2011
dc.description.abstractIrish textbooks have only featured in a minor role in mathematic textbook analysis to date, the largest and most significant of such analyses is the TIMSS analysis [1] of which Irish textbooks were mentioned briefly. As part of her doctoral studies the author is investigating the impact of the current Irish Junior Cycle Mathematical Textbooks on student learning and in particular, student conceptual understanding.In conjunction with this aim the author is also identifying how improvements in mathematics textbooks can impact directly on student’s conceptual understanding. This research, by means of textbook analysis, provides an insight into the standard of the current Junior Cycle mathematics textbooks while also identifying how improvements in these textbooks may impact on student conceptual understanding. The research presented here is the first of its kind specifically addressing the influence of mathematics textbooks in Ireland on teaching and student learning.
dc.identifier.citationInternational Journal for Cross-Disciplinary Subjects in Education, 2011; 2(1):304-311
dc.identifier.doi10.20533/ijcdse.2042.6364.2011.0043
dc.identifier.issn2042-6364
dc.identifier.issn2042-6364
dc.identifier.urihttps://hdl.handle.net/11541.2/121777
dc.language.isoen
dc.publisherInfonomics Society
dc.rightsCopyright 2011 Infonomics Society
dc.source.urihttps://doi.org/10.20533/ijcdse.2042.6364.2011.0043
dc.subjectmathematics
dc.subjecttextbooks
dc.subjectanalysis
dc.subjectconceptual understanding
dc.titleThe use of evidence based research on mathematics textbooks to increase student conceptual understanding
dc.typeJournal article
pubs.publication-statusPublished
ror.fileinfo12143290850001831 13143318000001831 9916094410701831_53137988910001831.pdf
ror.mmsid9916094410701831

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