The purpose of this action research study was to explore students’ perspective and use of their mathematical textbook as a resource to learn mathematics. Participants were 18 students who attended an eighth grade mathematics class for 45 minutes each day in a suburban school setting. An initial survey was provided to participants to gauge perspective about current use of textbook as a resource and was then followed up with a focus group interview of six participants. Specifically designed instruction was aimed at creating a reader-centered learning environment by instructing participants about key components of the textbook and encouraging proper reading skills through guided notes. A second survey and focus group interview was held to determine if targeted instruction proved influential to the participants’ views and textbook use. The results indicated that the targeted instruction proved beneficial for all participants by increasing textbook use, improving their comfort and confidence of reading and note taking, increasing the perspective of viewing the textbook as a resource, while decreasing the use of outside resources.
Integrated Mathematics Education
Dr. Jonathan Bostic
First Advisor Department
School of Teaching and Learning
Dr. Heath Diehl
Second Advisor Department
Kruse, Lance, "Student Perspective and Frequency of Mathematical Textbook Use" (2015). Honors Projects. 207.