Analyzing Contexts Used in Textbook Problems - A Case of Precalculus -

Abstract

In order to determine the message that is communicated to students about people who use math, this study analyzes contexts, human presence in particular, used in problems presented in a U. S. high school mathematics textbook. A framework was developed to analyze the human presence and was used to determine both the degree to which humans are present in the curriculum as well as characteristics of the present humans. One outcome of this study is the framework itself which can be used to analyze the human presence in any mathematics curriculum. Other outcomes include the determination that the particular mathematics textbook under study contains an overwhelming lack of humans, a surprising lack of named humans, and a disappointing presence of humans in math-related careers. These findings raise concerning questions about the message that is communicated to students about the usefulness of school mathematics and missing a valuable opportunity to inspire students to pursue degrees in mathematics. Additionally, it is hoped that these findings would inform the work of the Korean mathematics education communities on the textbook development.

An examination of the human presence in precalculus textbooks: What are we communicating to students about who uses mathematics and how?

“…Researchers caution against curriculum materials that do not present authentic examples of humans doing mathematics. This could send a message to students that mathematics is not useful outside of the classroom (Noh, 2016) and/or that mathematics is a system that acts independent of humans (Herbel-Eisenmann, 2007). Further, recent research indicates that exposure to female STEM role models has a positive impact on secondary female students' mathematics enjoyment, importance attached to math, expectations of success in math, and girls' aspirations in STEM, and a negative effect on gender stereotypes (Gonz alez-Pérez et al, 2020).…”