PROCEEDINGS OF THE 23RD ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION
2020
Boston, Massachusetts
A meanings-based framework for textbook analysis
Page: 725
Textbooks are one of the most important tools teachers and students use in any course. Thus, textbooks can greatly influence what occurs in classrooms. Textbook analysis provides insight into the rolls and effects of textbooks have on the potentially implemented curriculum for any course. This paper proposes a new framework that builds from several existing ones while introducing a focus on analyzing the authors’ conveyed meanings by drawing upon Thompson’s theory of meanings. While developed to address a need for textbook analysis in introductory statistics, the proposed framework can work well in mathematics and at different levels (i.e., not just introductory courses). Further, the proposed framework is a starting point for developing a more robust framework.