PROCEEDINGS OF THE 21ST ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION
2018
San Diego, California
Dynamic Textbooks and their Use in Teaching Linear and Abstract Algebra
Page: 1580
In this poster we present two analyses of two dynamic textbooks. One analysis attends to their dynamic features, the mathematical practices embedded, and the scope of contents. The second analysis uses the documentational approach (Gueudet & Trouche, 2009) to investigate the ways in which these textbooks are used by instructors and their students. Data collection involves seven instructors and nearly 150 students across four states (New York, Texas, California, and Michigan; 50% female, 30% non-Caucasian or Asian) and surveys, logs, student tests, classroom observations, and clinical interviews. In both textbooks the interactive features are prominent via links and interactive computational cells (with Sage). They both include deduction, symbolization, and representation as mathematical practices. There are differences in the scope of contents. Regarding use we found that instructors took advantage of the features only when those could be integrated into their usual practices.